「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？

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。
Cantonese, the second most commonly spoken language of the Sinitic family, is an interregional lingua franca in East Asia. Standard Modern Cantonese is the only language around the Sino-phone that developed its own traditional written form without governmental support. The communicative needs of native and non-native speakers of Cantonese continue to emerge due to global mobility and technological change. The Cantonese Grammar Profile (Jyutjyu Jyufaat Hokzaap Koilaam) is a project to create a set of grammatical competence descriptors for CEF A1 and A2 levels and to provide a clear objective way to describe the grammatical ability of Cantonese language that all practitioners can agree on. This project follows the principles of pedagogical grammar to establish criteria for determining grammatical can-do statements through six steps. This paper also proposes that the government of Hong Kong not only should develop a six-level scale of Cantonese language proficiency descriptors, but they should actively involve promoting plurilingualism in the choice of languages at the global, regional, and local levels. Copyright © John Benjamins Publishing Company.