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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 57:3 (2022) ► pp.189–210

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高年级汉语课上怎么教“可说的”中文？—以鲁迅小说为例

 | 哥伦比亚大学

Article language: Chinese

Published online: 23 May 2023
DOI logo with link
https://doi.org/10.1075/csl.00028.pen
提要
赵元任1969年提出要用“可说的”中文编写汉语教材，然而，高年级汉语教材，特别是以现当代文学作品为课文的教材，遣词造句常常跟口语习惯相去甚远，相悖甚多。本文将以鲁迅小说为分析对象，从文学批评、语言学、叙事学三个角度考察其中“不可说”部分，试着提出一个针对小说教学的多层级话语分析框架，同时结合教学实际，给出将书面语阅读能力转换为口语表达能力的若干建议。
Abstract
Yuen Ren Chao argued that Chinese textbooks should be written in “sayable” Chinese in 1969. However, in advanced Chinese textbooks, especially in those having modern Chinese literary works as texts, there is plenty of “unsayable” Chinese. This paper looks into the “unsayable” Chinese in Lu Xun’s short stories through the respective lens of literary criticism, narratology, and linguistics. Based on this interdisciplinary analysis, it proposes a theoretical framework of multi-layer discourse analysis aimed at resolving the problems of teaching Chinese fiction in Chinese language. At the end, it gives several practical suggestions on in-class instruction.
Article outline
  • 一、问题的转向:从该不该教文学作品到怎么教文学作品
  • 二、鲁迅小说语言可说性的思想史考察
  • 三、鲁迅小说语言可说性的语言学考察
  • 四、鲁迅小说语言可说性的叙事学考察
  • 五、总结：小说的综合话语分析框架和教学建议
  • 致謝
  • 筆記
  • 参考文献
References (23)
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