對外漢語教材之課文話題的實用性研究─ 以漢語一年級越南學生使用之《漢語教程》教材為例

實用性作為對外漢語教材編寫的重要原則之一，頗受學者專家的矚目。有關實用性的研究，大致上皆從教材內容做起，其包括課文、生詞、語法及練習等綜合性分析；然而，針對課文內容或詞彙排列的獨立研究比較少見。換言之，教材的實用性研究寬度已足，應往深而行，以得到具體改進及良好發展。　　課文作為教材的重要組成部分，而課文話題則為教材的靈魂，趙金銘（1988）對其看法為脫離了真實語言環境；徐家禎（1997）則指出，有些課文不符合學生的需求，尤其課文話題已有些陳舊過時。因此，筆者認為，重新檢討教材課文話題的實用性是至關重要的。在一系列對外漢語教材之中，《漢語教程》獲得許多教學者和學習者的青睞，尤其在越南，由北京語言大學出版的《漢語教程》（2008年修訂版）的使用時間已逾十年，成為漢語習得之越南學生不可缺少的枕邊書。雖然具有無法取代的重要地位，但這部教材主要針對英文為母語的學生編寫的，有些話題不完全符合越南學生交流之時所需，因此，此教材仍有一定需要更新的地方，以提高他們的溝通能力及效果。　　以上述所言，本文重點為探討《漢語教程》課文話題的使用程度，以評估教材課文話題的實用性問題。本文以該教材的課文話題為語料、以越南河內國家大學下屬外語大學中國語言文化系的初中級學生為調查對象，透過統計教材中所出現的話題將之進行分類，再採用問卷調查法及深度訪談法，徹底瞭解越南學生對每個話題的日常使用頻率及額外話題。從而，討論其教材的問題所在如：教材話題的重要性程度編排與越南學生實際交流的重要使用程度不一致，教材中有些話題本身的範圍比較狹宱以及缺乏中越文化對比等內容，並對其提出相對應的編寫建議如：《漢語教程》應補充「娛樂偶像」、「影視作品」、「愛情婚姻」、「動植物世界」、「經濟外貿」等越南學生使用最多的話題，減少有關「家庭」及「人生經歷」等話題；與此同時，本教材應擴大話題內容的範圍，如：「學習」話題應涉及到學習中文的方式、到中國或台灣留學的情況等等；「社會知識」話題應加入男女平等、女性獨立等內容的討論，以符合越南學習者的溝通需求。本文將有助於對外漢語教材的話題選擇，包括《漢語教程》在內使其更加完善，也使本教材獲得更加實用的價值。同時為國別性教材編寫工作打造良好基礎，並期望提升教學成效。

關鍵字

對外漢語教材；實用性；課文話題； <<漢語教程>> ；越南學生

並列摘要

Practicality is one of the most critical principles in the course of compiling text books for teaching Chinese as a second language (TCSL), drawing the wide attention from scholars and experts. A majority of studies on practicality start from the content of the textbook, including comprehensive analysis of texts, new words, grammar and exercises. Yet, relating research on the topical text or vocabulary arrangement is relatively rare. In other words, the study on practicality has been wide enough, thus, it is high time the relating studies should be taken in depth to achieve specific improvements and good development. 　　The text is an important part of the textbook, meanwhile the topic in the text is regarded as the soul of the textbook. Zhao Jinming (1988) argued that the topical texts compiled in the TCSL textbooks are not closely associated with the real language environment while Xu Jiaxuan (1997) contented that some texts have not met the language-using needs of students, especially some texts in TCSL textbooks have been already outdated. 　　Accordingly, this study believes that it is crucial to review the practicality of the topical texts in TCSL textbooks. Among a series of TCSL textbooks, “Hanyu Jiaocheng”, published by Beijing Language and Culture University, has been receiving the favor of many teachers and students in Vietnam. The 2008 edition of “Hanyu Jiaocheng” has been used in Vietnam for almost 10 years, becoming an indispensible material for Vietnamese Chinese-major students. Though it has gained an importantly irreplaceable position, “Hanyu Jiaocheng” largely focuses on English-speaking students. Some topics are not completely adequate with Vietnamese students, so it is supposed that this set of textbooks need to be updated to better facilitate the communication skills of Vietnamese students. 　　Taking Vietnamese elementary and intermediate Chinese-major students as the research object, this article investigates the degree of using topical texts in “Hanyu Jiaocheng” from these research objects to assess the practicality of this set of textbooks. To do that, the study first classifies the topical texts appearing in “Hanyu Jiaocheng”, and then adopts the questionnaire survey method and in-depth interview method to thoroughly understand the frequency of applying topical texts to their daily life. Discussions regarding the problems of the textbooks include: the inconsistency between the degree of importance of topical texts arranged in “Hanyu Jiaocheng” and the frequency of students’ practical using; the scope of some topics in this set of textbooks is rather narrow and there is a shortage of Sino-Vietnamese inter-cultural compare and contrast, etc. This study accordingly proposes that “Hanyu Jiaocheng” add up some topics with high using frequency such as “recreation and idol”, “film and television works”, “love and marriage”, “animal world”, “economic and foreign trade”, etc. meanwhile some topics as “family”, “personal experiences”, etc. should be reduced. At the same time, it is proposed that “Hanyu Jiaocheng” should expand its scope. For instance, “learning” topic should not be limited to the Chinese learning methods, but also be expanded to introduction to studying abroad in China or Taiwan; “social knowledge” should add up some other issues as gender equality, women’s independence, etc., all of which will better meet the needs of communication for Vietnamese students. This article contributes to the body of knowledge by proposing some possible and feasible alternatives for choosing topical texts in TCSL textbooks with an eye to improving the “Hanyu Jiaocheng”, making it more practical. Ultimately, this study lays a foundation for compiling TCSL textbooks based on nationality to enhance the effectiveness of Chinese language teaching.