語言教師在課堂活動中對語法及語用的處理：口語課課堂觀察研究

在語言教學界，已逐漸形成了一個共識，強調語言學習的最終目標不是得到語言知識，或者只是單純掌握標準的語音、規範的詞彙和語法形式，而是能夠自由運用這種語言交流資訊，表達思想，完成社會生活中的各種交際任務（李曉琪、章欣2010），以期達到“用中學”、“做中學”和“體驗中學”的教學理念（趙金銘2008）。本文以粵語二語教學為一個個案討論語法和語用的關係，也探索語言教師的語言觀如何影響課堂教學活動的設計。筆者在香港的粵語教室以觀察者身分觀察課堂活動。觀察者把教學重點及詳細資料以筆記形式記下，每節課觀察完成後，觀察者把觀察資料謄寫及整理，然後與被觀察者進行面談把課堂設計建構出來。本文從課堂活動討論在語言教學中，語法和語用配合的重要性。

關鍵字

華語教學；粵語二語教學；語法教學；語用學；課堂觀察；口語課

並列摘要

In the language teaching field, there is a common belief that the purpose of language teaching and learning is not only acquiring linguistic knowledge. Teachers and learners are aiming at the ability to use the target language to communicate and express in real life environment (Li & Zhang 2010). Language teachers are looking for methods to achieve the concept of ”learning while using” and ”experience learning” (Zhao 2008). This paper uses Cantonese as a second language as a case study to discuss the relationship between grammatical correctness and pragmatic appropriateness. This paper also discusses how teachers' beliefs affect their classroom teaching activities. The author acts as a silent observer in Cantonese classrooms in Hong Kong to observe classroom activities after observing the classroom activities, interviews are held to triangulate the result. This paper uses the classroom observation data to discuss the important links between syntactic rules and pragmatic language use.