当代外语研究

当代外语研究 ›› 2022, Vol. 22 ›› Issue (2): 117-130.doi: 10.3969/j.issn.1674-8921.2022.02.012

• 思想与学术 • 上一篇    下一篇

“接引语”:一个与中介语对应的二语教师语言分析模型

胡亦名(), 胡范铸()   

  1. 华东师范大学,上海,200062
  • 出版日期:2022-04-28 发布日期:2022-03-28
  • 作者简介:胡亦名,博士,上海理工大学沪江学院讲师。主要研究方向为跨文化交际、社会语言学。电子邮箱: huyiming@usst.edu.cn|胡范铸,华东师范大学国家话语生态研究中心首席专家、教授。主要研究方向为言语行为、社会语言学、国家和机构形象修辞学。电子邮箱: hufuzhu001@126.com
  • 基金资助:
    2021年度上海市浦江人才项目“国家形象修辞学视域下日本中小学教科书中的中国知识生产”(21PJC086);2019年度教育部人文社科重大攻关项目“语言与国家认同关系研究”(19JZD028);上海理工大学2021年度教师发展研究项目“现工科院校的人文社会科学教师学术成果评价机制及其改进”(CFTD213031)

“Ferry Language”:An Interlanguage Corresponded Language Analysis Model for Second Language Teachers

HU Yiming(), HU Fanzhu()   

  • Online:2022-04-28 Published:2022-03-28

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摘要：

教/学是学习者与教育者彼此互动的过程,在这一过程中,二语学习者语言已经被定义为“中介语”,则二语教师的语言该如何定义?对此,汉语思想资源中有一个现成的术语:“接引语”。接引语不但可以说是二语教学关系浑然天成的隐喻,更可以说是二语教学过程生动准确的写照。接引语包括“接取”和“引导”。接引语对于二语学习者来说,意味着一种媒介性资源、对象性资源和情感性资源;对于二语教学者来说,意味着模态性迁就、语码性迁就、视听性迁就、结构性迁就、文化性迁就和样板性提升、拓展性提升、动机性提升。中介语是学习者难以跳过的过程,接引语则是教学者自觉的设计。中介语由于接引语的接引而发展,接引语随着中介语的发展而变化,接引语的发展意味着迁就度越来越低而提升力越来越强。中介语研究可以提高接引语的接引能力,而接引语的研究则可以提高中介语的转化速率。

关键词: 教师语言意识, 二语教学, 中介语, 接引语, 中文国际教育

Abstract:

Teaching and learning is a process in which learners and teachers interact with each other. During this process, the language used by L2 learners has been defined as “interlanguage”. Nevertheless, how to define the language used by L2 teachers? To this issue, there is a ready terminology in ideological resources of Chinese, that is “Jie Yin”. “Jie Yin” contains the meaning of “meeting” and “guidance” in Chinese. Meeting and guidance are not only an innate metaphor of the relationship between L2 teaching and L2 learning, but also a vivid portrayal of the process between L2 teaching and L2 learning. In this study, we use “ferry language” to indicate the language used by L2 teachers for meeting with and guiding interlanguage. With regards to L2 learners, ferry Language signifies learning resource which is a combination of medium resources, objective resources and affective resources. While with regards to L2 teachers, ferry language means accommodation and improvement for students. The accommodation of L2 teachers can be categorized into modality accommodation, code accommodation, audiovisuality accommodation, structure accommodation and culture accommodation. The improvement contains model improvement, expansibility improvement and motivation improvement. The evolution of ferry language implies a weaker accommodation degree but stronger improvement power. Using interlanguage is an inevitable process for L2 learners, whereas it is an active and conscious design for L2 teachers. It should be noted that interlanguage and ferry languageare mutually generative. Specifically, interlanguage develops when meeting with ferry language and being guided by ferry language. Additionally, ferry language evolves with the development of interlanguage. Therefore, the study of interlanguage can improve the meeting and guiding competence of ferry language, while the study of ferry language can also promote the advancement of interlanguage’s conversion velocity.

Key words: teacher language awareness, L2 teaching, interlanguage, ferry language, international education of the Chinese language

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