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汉语第二语言教学作为一个学科被社会认同,经历了一个长期的过程。这中间的“小儿科”论、“对外汉语文化教学学科”论等失于偏颇的观点,产生的原因之一在于汉语第二语言教学自身的复杂性。这种复杂性的一个重要方面在于:作为一门学科,汉语第二语言教学的定位是什么?特定研究领域是什么?研究方向和方法是什么?概而言之,汉语第二语言教学是否有理论支撑?如果有,这样的理论是什么?事实上,这样的问题不但一直为其他学
As a subject recognized by the society, Chinese second language teaching has undergone a long-term process. One of the reasons why this “pediatrics” theory and “Chinese as a foreign language teaching discipline” are not biased is that one of the reasons for the complexity of Chinese second language teaching is its own. An important aspect of this complexity lies in: As a subject, what is the orientation of second language teaching in Chinese, what are the specific research fields, and what are the research directions and methods? In general, does the second language teaching in Chinese Theoretical support? If yes, what is such a theory? In fact, such a problem has not only been for other studies