實用生活華語：掌握語用情境溝通、對話的秘訣

主編序

第二語言教學與第一語言教學最大的不同之處就是二語習得者對一開始學習的語言是沒有任何基礎的。所以對教材的依賴程度是極高的。因此教材的好壞相對地在二語習得者目的語的學習成效方面就扮演了非常重要的角色。

多年來，許多華語教師在教學時，常常感嘆目前市面上的教材都無法讓人滿意，尤其是在不同的語用情境溝通方面，總得另外花時間編寫補充教材，以滿足教學上的需求。因此使人不得不思考好的華語教材須具備哪些條件。

本人認為好的語言教材應具備以下的條件：

1. 以學習者為中心：注重學習者的語言程度、認知能力、學習需求與興趣及語用溝通能力
2. 以教學語法為主軸：教材內容應循序漸進，並具系統性
3. 對比分析：分析目的語與學生母語、目的語文化與學生在地文化、跨文化思維與溝通方式等方面
4. 主動學習：培養學生主動觀察、思考、分析與內化能力
5. 在地性：培養學生在其本地華人社區和目的語國家生活層面的實際語言應用能力

因此本套華語教材編寫總指標，除了遵循以上的五項要件，並兼具美國ACTFL的5Cs標準，也就是涵蓋跨語言知識（comparison）、跨文化知 識（culture）、在地化（community）、跨學科及實際應用溝通能力（connection and communication）。其目標為提升學生母語與目的語的語言系統的對比分析能力、跨文化溝通能力以及在不同語用情況下的表達能力，並希望能進一步 協助學生成為成功的終身自我學習者！

Preface

When we learn our first language, we are constantly exposed to that language. If we try to learn a foreign language, the situation is very different. In the beginning, we know nothing about the target language. If we are trying to learn that language through books, it is important to get the best books we can.

For many years, the books or text books on teaching Chinese as a second language have failed to meet the needs of TCSL learners, especially with respect to the communication skills involved in different speech acts. Teachers using the books have to spend time and effort to prepare extra teaching materials, while the learners have to find other ways to learn the practical communication skills they had hoped to acquire in the classroom.

A good TCSL book should meet the following requirements:

1. Learner-oriented:
The primary concern should be the language proficiency levels, the cognitive abilities, the needs and interests, and the communicative abilities of the learners.

2. Pedagogical grammar:
Following the principles of pedagogical grammar, the materials in the book (the grammatical rules, the learning activities, etc.) should be introduced systematically, based on the “i+1＂ principle of gradually introducing new learning based on what has already been learned.

3. Contrastive analysis:
Linguistic forms and cultural facts should be compared to raise the awareness and interest of the learners.

4. Autonomous learning:
The goal of foreign language teaching should be to help the learners to become lifelong successful independent learners.

5. Localization:
The book as a whole should be related to various realistic situations in the target language environments, so that the learners can use what they have learned to function successfully in those environments.

This series of TCSL books follows the above guidelines, as well as the 5Cs Standards of ACTFL. The aim of this series is to enhance the abilities of TCSL learners with regard to the comparison of the linguistic systems between L1 and L2, cross-cultural communication skills, and the effective performance of different speech acts. The final goal of this TCSL series is to help each learner become a successful lifelong self-learner of Chinese.