试论汉语国际推广的国家策略和学科策略

384()20067Vol138,No14JournalofEastChinaNormalUniversity(PhilosophyandSocialSciences)July,2006(,200083):,,(),,,,,,,,,,:;;;;:H0-05:A:1000-5579(2006)04-0097-07:11,:1),,;2),();3),;4),,,,,,,,,[1],,,,,,,,,300,,,,:2006-04-30:(1953),,,79,,,,:,;,,,,,,,,,,,,,,,,,,;,;();();,,,,,,,,,,,,,,,,,,,,,,,(1980ps,),,,,(),,,,21,,,,???:89,:(),,,;,;,,,(),()[2][1]:():1)();2);3)[3]?,,,(),,,;,,,,,,,,,,,(),,(),,,,:(approach)(method)(tech2niques)EdwardAnthony(1963):approach();methodapproach,();tech2niques,techniquesmethod,approachJackRichardsTheodoreRodgers(1982,1986)designprocedure,methoddesignprocedureap2proachdesign[4],,,,,,,,,,,,,99,:,,,,,,(),,,,,,,,???,,![5],,(),,,,,,[6]31311ScottMcGinnisForeignServiceInstitute(1973),,(),[7]:,,:Afrikaans,Danish,Dutch,French,Ger2man,HaitianCreole,Italian,Norwegian,Portuguese,Romanian,Spanish,Swahili,Swedish,():AptitudeforLanguageLearningLengthofTrainingMinimumAverageSuperior8weeks(240hours)11/1+1+16weeks(480hours)1+22+24weeks(720hours)22+33Thenumberofhoursisthetheoreticalmaximumat30hoursaweek1,:Bul2garian,Dari,Farsi,Greek,Hindi,Indonesia,Malay,Urdu,:AptitudeforLanguageLearningLengthofTrainingMinimumAverageSuperior16weeks(480hours)11/1+1+/224weeks(720hours)1+22+/344weeks(1320hours)2/2+2+/33/3+,:Bengali,Burmese,Czech,Finnish,Hebrew,Hungrian,Khmer(Cambodian),Lao,Nepali,Pilipino,Polish,Rus2sian,Serbo2Croatian,Sinhala,Thai,Tamil,Turkish,Vietnamese,:AptitudeforLanguageLearningLengthofTrainingMinimumAverageSuperior16weeks(480hours)0+11/1+24weeks(720hours)1+22/2+44weeks(1320hours)22+3,:Arabic,Chinese,Japanese,Korean,:AptitudeforLanguageLearningLengthofTrainingMinimumAverageSuperior16weeks(480hours)0+1124weeks(720hours)11+1+44weeks(1320hours)1+22+80-90weeks(2400-2760hours)2+33+,:1),2),3),,;,,;,VSO,SOV,,::;:;:;:001,,,[8]()(DeFrancis,1984)[9],,,312,,,,,:,,,(),(,2002),:,,,,,,,,,,,,,,,,/,,,,,,?,,,,::;:;:;:,,,313,,,,,,,,,,,,314:,101,,,,,:1),;2),;3),():2006315,:,:05,:17:,,,,(,,,),,,,,,,,,(),,,,,,,,,(),,,,(,)315,,nl,ining,eneng,hf(),zhchshzcs,anang,,,,,,,,,,,,??(),(Cre2ole),,,[10](:):2006527,:,,,,,,,,,201:[1]11,2006,3,91[2]1=3011&syid=151021[3]11,2003,121[4]11,20021[5]1[J]1,2005(1)1[6]1=3011&syid=151001[7]ForeignServiceInstitute,(1973),TheLessCommonAlternative:AReportfromtheTaskForceforTeacherTrainingintheLessCommonlyTaughtLanguages1()[8]11,2006,3,91[9]1[A].(2)[C]1:,20021[10].[J].,2005(2).TheStateandDisciplinaryStrategiesfortheGlobalPromotionofChineseLanguageJINLi-xin(ResearchInstituteofLanguage&Literature,ShanghaiInternationalStudiesUniversity,Shanghai200083,China)Abstract:KeepingthepromotionofChineselanguagelowkeywouldbemoreeffectivethanhigh-keyedpropagan2da.Thepromotionefficiencyreliesonresearcheswithinthediscipline,whichincluderesearchonpedagogicaltheoryaswellasChineselanguageitself.ChinesecharactersandtonesaretwohardnutsinthepromotionandteachingofChineselanguage.Tocrackthehardnuts,thispaperrecommendskeyboardinputstrategyforteachingofChinesecharactersandtonelessstrategyforteachingofChinesespeechsoundsatthebeginninglevel.TheresultofourexperimentprovesthatthedistinctivefunctionofthetoneinmodernChineseinwhichbi-syllabicwordsarethemajorityisweakening,whilethefunctionoftherhythmisstrengthening.Therefore,wemaylowertherequirementofpronunciationforbegin2ners,i1e.weacceptthatstudentsspeakChinesewithintonationinsteadoftones.AreforminChinesewritingformthatistokeepwordsseparatefromoneanotherisalsosuggestedbythispaper.Keywords:promotionofChineselanguage,researchinthediscipline,strategyforteachingChinesecharacters,writingformofChinesecharacters,strategyforteachingspeechsounds301