后方法理论对越南高校汉语教师的启示 Thoughts on the Teaching of Chinese Language in Vietnam in the "Post-Method" Period

Abstract

国际汉语教学界一直致力于汉语教学法的研究，但寻找适应不同教学环境的教学法仍是个难题，在越南也存在此问题。越南高校汉语教学过去曾经流行的语法翻译法已不再适合越南当代的汉语教学的各种需求，目前在越南新兴的交际法也未能满足所有教学对象的需求。针对这种情况，本文提出“后方法”时代的越南高校汉语教师应基于语言和语言学习理论的教学体系为指导，在符合越南国情的情况下，确定一系列相应教学原则，并根据课程要求、教学目的、学生需求、学习风格、教学环境等要素设计安排教学活动，选择恰当的教学方法。

International Chinese language teaching has always been committed to the research on the teaching methodology. One significant problem in this area is the challenge of finding a particular method to suit diverse learning environments. The Chinese language teachers in Vietnam face the same problem. The once popular Grammar-Translation Method is deemed out-dated. Similarly, the Communicative Language Approach, which is gaining popularity in Vietnam, cannot meet the diverse needs of the target learners either. To address this problem, Chinese language teachers in the "post-method" period need to establish a series of principles based on the theory of language learning, and take into account factors such as the objective, students' needs, design of the curriculum, the learning styles and environments.