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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

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,
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。
Keywords: “可说的”中文, 鲁迅小说, 话语分析, 文体, 叙事学
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

Article language: Chinese

Published online: 23 May 2023
DOI logo
https://doi.org/10.1075/csl.00028.pen
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