摘要
具有一定语句生成能力的外国留学生,却常常不能顺利地完成现实生活中的汉语交际任务。之所以出现这种"学"与"用"的脱节,笔者认为,这主要是由于程序性知识输入不足等原因所造成的。要提高留学生的汉语实际交际能力,教师必须高度重视汉语程序性知识的输入与内化。
Foreign students who have ability to generate sentences are often unable to fulfill communication tasks in Chinese in real life. The writer thinks that the gap between ＂learning＂ and ＂using＂ is mainly caused by insufficient input of procedural knowledge. In order to improve their ability to use Chinese to communicate effectively, teachers must pay attention to input and internalization of Chinese procedural knowledge.
出处
《民族教育研究》
CSSCI
2008年第6期115-118,共4页
Journal of Research on Education for Ethnic Minorities
关键词
程序性知识
汉语认知图式
第二语言教学
procedural knowledge
Chinese cognitive schema
the second language teaching
作者简介
娄开阳（1972-），男，河南原阳人，中央民族大学国际教育学院讲师，语言学及应用语言学博士，研究方向为现代汉语语法和第二语言教学。
