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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. 56:3 (2021) ► pp.209–228

「粵語語法學習概覽」的建構

廣東話第二語言語法學甚麼？何時教？

ORCID logo | Nanyang Technological University

隨著亞洲經濟崛起和全球人口流動的持續增長，近年來粵語作為第二語言的教學開始受到重視。粵語學習者大多認為缺乏有系統的教材，使得要長期地學習粵語變得非常困難。本文的研究目的是建構出「粵語語法學習概覽」（Cantonese Grammar Profile），步驟如下：一、抽取現有教材中的語法點；二、參照語法工具書和參考書，對語法點進行分類；三、判斷現有教材中的語法點是否符合教學語法理論中對語法點的定義；四、討論是否有必要進一步把語法學習目標整併或刪除。本文除了提出了新的語法點判斷原則，也制訂出涵蓋歐洲共同語言參考架構中A1和A2級的語法點，共246項語法能力描述（grammatical competence descriptor）。本文亦呼籲專家學者和香港政府盡快成立研發小組，針對香港和其他粵語區的多語多文環境，制訂粵語粵文能力標準體系，以期使課程規劃者、教材編者和考評人員有更全面的共同參照依據。

Keywords: 現代粵語語法, 對外粵語教學, 語言評量, 國際粵語教育, 廣東話, 歐洲共同語言參考架構
Article outline
  • 一、研究背景：粵語作為第二語言的教與學
  • 二、文獻回顧
    • 2.1教學語法
    • 2.2語法點的界定及其分級
  • 三、「粵語語法學習概覽」的研制步驟
    • 3.1語法點的抽取來源：粵語教材
    • 3.2語法點的分類
    • 3.3語法點的界定原則
    • 3.4語法點的整併和刪除原因
  • 四、「粵語語法學習概覽」的研制成果
    • 4.1語法點分級原則
    • 4.2語法能力描述原則
  • 五、總結
  • 鳴謝
  • 笔记
  • 參考文獻
Published online: 8 April 2022
DOI logo
https://doi.org/10.1075/csl.21009.tam
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