新加坡小學華文新口語課程的分析：基於交際法的理論框架

交際能力是對外漢語教學的首要目標，為培養該能力，交際法既作為第二語言教學法又作為教材編寫理念之一被廣泛提倡。過去的研究主要探索了針對成年人的對外漢語教材的特徵與編寫原則，較少研究探索海外華裔少兒的漢語教材。本文基於交際法的理論框架分析了新加坡小學華文新口語課程。在能力目標設定方面，新課程有以下特點：1）區分了獨白能力與互動能力；2）體現了口語交際能力客觀發展的規律。在教材方面，教材的編寫1）圍繞能力目標，注重技能點的銜接；2）遵循交際法原則，提供生動、真實的口語交際情境；3）遵循交際法原則，融合鷹架與真實任務；4）結合口語交際能力與閱讀能力的培養。本文在此基礎上提出了對華裔少兒口語課程編寫的建議。
Communicative competence is the ultimate goal of teaching Chinese as a second language. To foster communicative competence, communicative language teaching, both as a teaching approach and the principle for designing language syllabus, has been widely proposed. However, previous research focused on analysing the features of textbooks for adult learners, with few on textbooks of primary students. This study analysed features of Singapore new primary Chinese oral curriculum based on the theoretical framework of communicative language teaching. With regard to learning objectives, the study finds that: 1) the learning objectives distinguish monologue oral ability from interactive oral ability; 2) the learning objectives have been designed consistently with developmental patterns of communicative competence. With regard to textbooks, this study finds that 1) the learning objectives should be coherent in instructional materials; 2) following the communicative language teaching, oral activities are embedded in vivid and authentic situational settings; 3) following the communicative language teaching, scaffolding and real-life tasks are integrated in textbooks; and 4) integrative training of oral communicative competence and reading comprehension. Based on the results, this paper proposes suggestions for designing oral Chinese curriculum for young Chinese ethnic learners. Copyright © 2019 香港教育大學.