交際型普通話課堂教學的設計與實施

語言學習的最終目的在於通過溝通和交流產生交際意義，而目前香港社會還未形成以普通話為主的交際溝通語境，對中小學生普通話交際能力的訓練，很大程度上還須依賴課堂的交際化教學過程。在此過程中，課堂教學的設計是關鍵一環，我們應該在普通話課堂教學中注入符合語言教學理論的交際化教學模式。本文基於Littlewood（2004）提出的「從關注語言形式到關注交際意義」的教學理論，輔以實例設計，探討交際型普通話課堂教學的設計並分析其實施過程。
The ultimate aim of language learning is to enable students to achieve the communicative meaning through communicative activities. Hong Kong society has not yet formed a Putonghua-based communicative context. In this connection, the Putonghua communicative competence training for primary and secondary students still relies heavily on the classroom communicative teaching process. The design of classroom teaching thus becomes a key factor. Supported by practical teaching examples, this article aims to explore and analyze the design of communicative Putonghua classroom teaching processes, based on Littlewood’s (2004) theory of “the continuum from focus on forms to focus on meaning.” Copyright © 2013 Hong Kong Educational Research Association.