摘要
语法阐释是教材以及教学的重要组成部分,但相关研究并不充分。文章以互动语言学理论为指导,从互动行为的视角出发,对口语教材中的语法阐释进行了分析。研究发现,口语语法阐释不能缺少从行为表达出发的语用阐释,行为阐释是语用阐释的抓手。文章提出在语法阐释时,应以行为格式为展示形式,以行为表达为出发点,结合语义与句法特点,辅以序列化与场景化配例,并在阐释时注意行为的规约化与动态性。
Grammar interpretation plays a crucial role in international Chinese textbooks and grammar instruction for international students;however,it has been relatively underexplored in the literature.This study is informed by Interactional Linguistics and examines grammar interpretation within spoken language textbooks through the lens of social action.The analysis reveals that effective grammar interpretation is inseparable from pragmatic understanding,rooted in the expression of social actions.Action interpretation emerges as central to this pragmatic framework.The paper proposes a social-action-oriented approach to grammar instruction,emphasizing the presentation of social action format.It integrates semantic and syntactic features,employs sequential and contextual examples,and underscores the importance of both the conventionalization and dynamism of actions in the interpretive process.
出处
《语言教学与研究》
北大核心
2025年第1期15-24,共10页
Language Teaching and Linguistic Studies
基金
国家社会科学基金一般项目“面向国际中文教育的汉语互动行为表达研究”(编号为:23BYY135)的阶段性成果。
关键词
语法阐释
口语教材
社会行为
互动语言学
grammar interpretation
international spoken Chinese textbooks
social actions
Interactional Linguistics
