特刊引言：多元取向的華語文教學

Introduction to the Special Issue: Multiple Approaches to the Teaching of Chinese as a Second Language

陳振宇(Jenn-Yeu Chen)

二語習得 ； 生態語言 ； 生態認知 ； 複雜系統理論 ； second language acquisition ； ecological linguistics ； ecological cognition ； complexity theory

華語文教學研究

12卷4期（2015 / 12 / 01）

1 - 10

繁體中文

英國語言學教授韓禮德(M. A. K. Halliday)曾說，他喜歡從各種可能的角度與路徑研究語言，而其中又以社會取向的觀點看待語言是他認為最能捕捉語言本質的觀點。本期特刊承襲韓禮德的看法，試圖以多元的取向探討華語文做為第二語言的習得與教學。收錄的四篇文章分別從認知運算、語言發展、複雜系統、及生態語言學的角度切入，介紹相關的理論與實徵研究。這些不同的取向都將第一語和第二語的習得視為同一種現象，可以用相同的一套理論解釋，並用以引導教學。這套理論將語言看成同時是一種認知的工具、也是社會的工具，是人類文明創造出來的產物，也同時創造了人類的文明。這種觀點符合當代興起的生態認知觀點，希望能對二語習得及華語文教學有所啟發。

Michael Halliday advocated the idea of studying language from every possible vantage point, but favored the social angle himself. The Special Issue adopts Halliday’s perspective and includes four articles that look into first and second language acquisition and teaching from the cognitive/computational, language development, complex dynamic system, and ecological linguistics standpoints. Both theoretical and empirical works in the literature are summarized in the hope of offering a new take on second language acquisition in general and on teaching and learning Chinese as a second language in particular. The various approaches share the same assumption that learning a first language and a second one are driven by the same cognitive and social mechanisms which are ecologically tuned. This is because language is fundamentally both a cognitive and a social tool.

1. 陳振宇(2014)。華語文教育轉型為以知識與技能為產品元素的服務產業：一個新典範的探討。華語文教學研究，11(2)，127-135。
   連結：
2. 陳振宇(2013)。學語言是學到了什麼？從語言的多面向樣貌探討語言教學的新路徑。臺灣華語教學研究，7，1-12。
   連結：
3. Dewey, John. 1907. The School and Society: Being Three Lectures by John Dewey Supplemented by a Statement of the University Elementary School. Chicago: University of Chicago Press.
4. Anderson-Hsieh, Janet(1993).Interpreting visual feedback on suprasegmentals in computer assisted pronunciation instruction.CALICO Journal,11,5-22.
5. Atkinson, Dwight(ed.)(2011).Alternative Approaches to Second Language Acquisition.London:Routledge.
6. Atkinson, Dwight(ed.)(2011).Alternative Approaches to Second Language Acquisition.London:Routledge.
7. Bavin, Edith L.(ed.)(2009).The Cambridge Handbook of Child Language.Cambridge:Cambridge University Press.
8. Celce-Murcia, Marianne,Brinton, Donna,Goodwin, Janet M.(1996).Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages.Cambridge:Cambridge University Press.
9. De Bot, Kees(1983).Visual feedback of intonation: effectiveness and induced practice behavior.Language and Speech,26,331-350.
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12. Halliday, Michael A. K.(1978).Language as Social Semiotic: The Social Interpretation of Language and Meaning.Maryland:University Park Press.
13. Halliday, Michael A. K.,Webster, Jonathan J.(ed.)(2009).Collected Works of M. A. K. Halliday.London:Continuum.
14. Larsen-Freeman, D.(1997).Chaos/complexity science and second language acquisition.Applied Linguistics,18(2),141-165.
15. Raczaszek-Leonardi, Joanna(2015).How does a word become a message? An illustration on a developmental time-scale.New Ideas in Psychology
16. Royce, J. R.(ed.),Rozenboom, W. W.(ed.)(1972).The Psychology of Knowing.New York:Gordon & Breach.
17. Tomasello, Michael(2003).Constructing a Language: A Usage-based Account of Language Acquisition.Cambridge, MA:Harvard University Press.
18. Van Lier, Leo(2004).The Ecology and Semiotics of Language Learning: A Sociocultural Perspective.New York:Springer Publisher.
19. 王士元(2006)。語言是一個複雜適應系統。清華大學學報（哲學社會科學版），21(6)，5-13。

1. 陳振宇(2019)。以語言學習的生態學習理論建構「內容語言整合學習」的理論基礎。臺灣華語教學研究，18，5-17。
2. 林慕愔(2020)。臺灣偏鄉農村社區中、老年新住民華語讀寫教學研究。臺灣華語教學研究，20，33-56。
3. 王贊育(2019)。以內容和語言整合學習觀點組構的大學華語聽力課程。臺灣華語教學研究，19，1-19。