115
1 1. 導言 導言 導言 導言 對非華語學生的中文教學屬於語言教學的一種,語言教學所涉 及的問題相當廣泛,但是有三個問題可以說是最基本的,就是 教甚麽、怎麽教和如何學。 教甚麼的問題跟語言教學目的相關,因為教師為何選擇某 些教學內容而捨棄另外一些,跟教師究竟要達到甚麼目的有 關。所以在探討教甚麼的問題之前,還必須弄清楚語言教學 的目的。 在絕大多數情况下,語言教學的目的是幫助學生建立和提升準 確和恰當使用某種語言的能力。 那麼,何謂語言能力呢?美國語言學家 Lyle F. Bachman 探討語言測試問題的時候,就語言能力提出了一個交際性語言 能力模型 [1] ,由語言能力、策略能力和心理生理機制三方面的 因素構成。這個模型對語言教學和語言測試領域産生了相當深 遠的影響。以下是這個模型的示意圖: 交際語言能力 交際語言能力 交際語言能力 交際語言能力 世界知識 口頭 表達 書寫 語言能力 語言能力 語言能力 語言能力 策略能力 策略能力 策略能力 策略能力 心理運動技能 心理運動技能 心理運動技能 心理運動技能 聽覺 接收 情景語境 視覺 [1] Bachman, L.F. (1990) Fundamental Considerations in Language Testing. Oxford University Press.

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1980

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