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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.211–237

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The construction of Chinese pedagogical grammar system

ORCiD logo with link | University of Hawaiʻi at Mānoa
Published online: 30 March 2023
DOI logo with link
https://doi.org/10.1075/csl.22006.li
Abstract
This paper explores two sets of criteria used to construct pedagogical grammar systems both in English and Chinese. Larsen-Freeman (Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 251–266). Third edition. Heinle & Heinle.Google Scholar logo with link to Google Scholar, (2014). Teaching grammar. In M. Celce-Murcia, D. M. Brinton & M. Snow (Eds.), Teaching English as a second or foreign language (pp. 256–270). Fourth edition. National Geographic Learning.Google Scholar logo with link to Google Scholar) built a three-dimensional grammar framework to guide English teachers in constructing an approach to teaching grammar. The three dimensions are grammatical structures (morphosyntactic form), meaning (semantics; it can be lexical or grammatical) and appropriate use in context (pragmatics). Feng and Shi (Feng, S., & Shi, C. (2011). Lun Hanyu jiaoxue zhong de sanyi yufa 论汉语教学中的“三一语法” [Trinitarian grammar in teaching and learning Chinese]. Language Science 语言科学, 10 (5), 464–472.Google Scholar logo with link to Google Scholar, (2015). Sanyi yufa: jiegou·gongneng·yujing: chuzhongji Hanyu yufadian jiaoxue zhinan 三一语法：结构·功能·语境:初中级汉语语法点教学指南 [Trinitarian Grammar: Structure· Function· Context: A guide to teaching Chinese grammar points at the elementary and intermediate level]. Peking University Press.Google Scholar logo with link to Google Scholar) proposed a new model of teaching and learning Chinese called Trinitarian Grammar, consisting of three parts: the structure of sentences, the function of the structure and the contexts of the structure and the function used in Mandarin Chinese. This paper, however, suggests a four-dimensional framework for Chinese pedagogical grammar: grammatical structure, meaning (including lexical and grammatical meaning), pragmatic function and a sequence of typical contexts starting with an “optimal understanding model (OUM)”.
摘要
本文探讨了用于构建英语和汉语教学语法系统的两套标准。Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 251–266). Third edition. Heinle & Heinle.Google Scholar logo with link to Google Scholar, (2014). Teaching grammar. In M. Celce-Murcia, D. M. Brinton & M. Snow (Eds.), Teaching English as a second or foreign language (pp. 256–270). Fourth edition. National Geographic Learning.Google Scholar logo with link to Google Scholar）构建了一个三维语法框架，以指导英语教师的英文教学。这三个维度分别为语法结构，意义（可以是词汇义或语法义）和在语境中的恰当使用。冯胜利和施春宏（2011,2015）提出了三一语法的概念，即句子的形式结构、结构的功能作用和功能的典型语境。而本文倡导一个汉语教学语法的四维框架：语法结构、意义（包括词汇意义和语法意义）、语用功能和以“最优理解模型”开始的典型语境序列。
Article outline
  • 1.Introduction
  • 2.Grammatical structure
  • 3.Meaning (including lexical and grammatical meaning)
  • 4.Pragmatic function
  • 5.A sequence of typical contexts starting with “optimal understanding model”
    • 5.1Optimal understanding model
    • 5.2The sequence of the output practice
    • 5.3The design of the whole output practice must be based on an in-depth analysis of the first three dimensions
  • 6.Conclusion
  • Notes
  • References
References (33)
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