Systemic Functional Linguistics and the Development of Spoken Chinese Textbooks

Yanning Yang, Xinming Zhang
{"title":"Systemic Functional Linguistics and the Development of Spoken Chinese Textbooks","authors":"Yanning Yang, Xinming Zhang","doi":"10.1558/rtcfl.22909","DOIUrl":null,"url":null,"abstract":"More than ten thousand spoken Chinese textbooks have been published in the past three decades because of the rise of China and the increasing number of Chinese learners all over the world. None of these textbooks was developed by making reference to the theories of Systemic Functional Linguistics (SFL) both in terms of overall design and the selection of teaching materials. Therefore, this article explores the possibility of developing spoken Chinese textbooks on the basis of SFL theories. There exist many studies in the field of systemic-functional approaches to Chinese, which provide a rich foundation for the analysis of spoken Chinese. Depending on the findings of previous research, the chapter applies the theories of SFL to the development of the spoken Chinese textbook. The chapter first identifies three inadequacies of current Chinese textbooks in terms of grammatical knowledge presentation, the organization of units, and the contextual structure of conversation passages. In particular, three textbooks published respectively in China, Singapore, and the US were selected for illustration. The article then develops a functional framework for the presentation of Chinese grammatical knowledge based on experiential, interpersonal, and textual functions. Moreover, it demonstrates that the arrangement of various units and the structure of sample conversations in Chinese textbooks can be improved using register theory and genre theory respectively. The research contributes to the growing body of research on the teaching of spoken Chinese and the development of effective Chinese textbooks.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"23 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"对外汉语教学与研究","FirstCategoryId":"1092","ListUrlMain":"https://doi.org/10.1558/rtcfl.22909","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

More than ten thousand spoken Chinese textbooks have been published in the past three decades because of the rise of China and the increasing number of Chinese learners all over the world. None of these textbooks was developed by making reference to the theories of Systemic Functional Linguistics (SFL) both in terms of overall design and the selection of teaching materials. Therefore, this article explores the possibility of developing spoken Chinese textbooks on the basis of SFL theories. There exist many studies in the field of systemic-functional approaches to Chinese, which provide a rich foundation for the analysis of spoken Chinese. Depending on the findings of previous research, the chapter applies the theories of SFL to the development of the spoken Chinese textbook. The chapter first identifies three inadequacies of current Chinese textbooks in terms of grammatical knowledge presentation, the organization of units, and the contextual structure of conversation passages. In particular, three textbooks published respectively in China, Singapore, and the US were selected for illustration. The article then develops a functional framework for the presentation of Chinese grammatical knowledge based on experiential, interpersonal, and textual functions. Moreover, it demonstrates that the arrangement of various units and the structure of sample conversations in Chinese textbooks can be improved using register theory and genre theory respectively. The research contributes to the growing body of research on the teaching of spoken Chinese and the development of effective Chinese textbooks.
系统功能语言学与汉语口语教材的发展
在过去的三十年里,由于中国的崛起和世界各地汉语学习者的增加,已经出版了一万多本汉语口语教科书。这些教材在总体设计和教材选择上都没有借鉴系统功能语言学的理论。因此,本文探讨了在外语教学理论的基础上开发汉语口语教材的可能性。在汉语系统功能研究领域已有大量研究,为汉语口语分析提供了丰富的基础。本章在总结前人研究成果的基础上,将外语教学理论应用于口语教材的开发。本章首先指出现行语文教材在语法知识表达、单元组织和会话篇章语境结构三个方面的不足。特别选取了分别在中国、新加坡和美国出版的三本教科书作为例证。本文从经验功能、人际功能和语篇功能三个方面构建了汉语语法知识呈现的功能框架。此外,本文还论证了分别运用语域理论和体裁理论可以改进语文教科书中各单元的排列和样本会话的结构。这一研究为汉语口语教学的研究和有效汉语教材的开发做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
77
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信