論PMI課堂的學生語言適應

2011.第39卷第1–2期(Vol. 39 Nos. 1–2).pp. 117–138
 

論PMI課堂的學生語言適應

On Students’ Language Adaptation in PMI Classroom

郭思豪(See-Ho KWOK)

摘要

過往有關「用普通話教中文」(下稱PMI)的研究,多集中探討教學、課程及學校行政支援等方面,鮮有細緻地從學習者的角度思考問題。事實上,PMI本質上屬於教學語言的變革,因此審視PMI課堂師生之間的語言互動,以之為理解問題的切入點,顯然更靠近問題核心。本文將根據一系列小學一年級的PMI課堂錄像,集中觀察學生的語言表現(如詞匯、句式選擇),分析他們在適應過程中所面對的傳意障礙(如因學習的規避心理所引致的沉默、省略及換碼等現象),並為調整教學策略提出建議。

關鍵詞:普通話教中文(PMI);課堂語言;語言適應

Abstract

Previous studies on PMI seldom investigate PMI issue from the perspective of student learning as their main concerns are other aspects like teaching, curriculum, and school administrative support. Essentially, PMI is a reform in classroom teaching language. Only when teacher-student verbal interaction in PMI classes is included in the investigation can the issue and its core problems be scrutinized and better understood. This article uses a series of video recording of primary one PMI classes to probe into students’ language performance, like word selection and sentence structure selection. An analysis is also carried out to understand the communicative barriers (including silence, omission, transcoding, all arising from avoidance) faced by P1 students at their adaptation stage. Suggestions for adjusting teaching strategies are made.

Keywords: teaching Chinese in Putonghua (PMI); classroom language; language adaptation