国际中文教学中节日“文化—语言共同体”的效果验证

Abstract

文章根据相关理论构建“文化—语言共同体”的“5C”模型，简称“5C” MCLC（“5C” Model of Cultural—Linguistic Community），即基于“文化—语言共同体”的汉语国际教育节日文化“5C”教学方法。此模型 语言的线路为“语料——语言支架——语言互动——语言小组交际——课内外语言交流”，文化的线路为“文化信息——文化认同——文化发展——文化创新——文化传播”。这样“5C”模型形成一种双轨并行的“语言”和“文化”共同提高的节日文化学习模式，即完整的“语言—文化共同体”的构建。文章在构建“5C”模型以后，最后在第六章还有具体的问卷调查、课堂观察和学生访谈等实证研究，用以验证“文化—语言共同体”的“5C” MCLC模型的课堂教学 效果，并对此模型进行改进，真正提高对外汉语的文化教学和语言教学的水平。

This article establishing the “5C” Model of “culture-linguistic Community”, referred to as “5C” MCLC (“5C” Model of Culture-linguistic Community), is the “5C” teaching method of Festival culture of Chinese international education based on “culture-linguistic Community”. The language route of this model is “corpus -- language scaffold -- language interaction -- language group communication -- language communication in and out of class”, and the cultural route is “cultural information -- cultural identity -- cultural development -- cultural innovation -- cultural communication”. In this way, “5C” model forms a dual-track learning model of festival culture, in which "language" and “culture” are improved together, namely, the construction of a complete “language-culture community”. After constructing the “5C” model, the article concludes with specific empirical studies such as questionnaire surveys, classroom observations, and student interviews to verify the classroom teaching effectiveness of the “5C” MCLC model of the “culture language community”, and to improve this model to truly improve the level of cultural and language teaching in Chinese as a foreign language