作者
Author

周清海

Cheng-Hai CHEW

關鍵詞
Key words

語言變異，語文教材，語素

Language variation, language teaching materials, morpheme

摘要

     在語言應用和語文教材上，我們應該儘量避免讓一些地區性太强的詞語或語法結構，出現在報章或教科書裡。華語區之間的華文教材也必須維持最大的共同點，尤其 是在內容方面，共同的內容，是維繫文化認同所必需的。只有在文化和語言方面，有共同的核心，這才有利於華語區之間的交際，也才有利於華語走向世界。
當然，華語教材裡容納不同華語區的作品也是必須的。各地不同的作品、語言現象，可以讓語言學習者瞭解其他華語區的社會與語言，方便學習者以後與其他華語區的交往。在華語擴大它的用途時，我們的課程與教材，就不能只是考慮自己的需要，而必須從整個華語區的需要著眼。
     語言教學人員，除了必須瞭解語言變異，同時也應該防止語言出現變異。這兩項工作，必須具體地體現在教材的編寫和語言的實際教學中。注意詞語意義的細微差 異，才能减少變異。在語文教材的注釋部分，應該多做一些改進。把握“字”義，提供詞義細微差距的分析、說明，是語文教科書和語文教學中應該充分重視的。編 撰“世界通用華語詞典”，收入各華語區的社區詞，更是促進華語區之間交流的當前急務。我們必須爲溝通交流提供方便，爲溝通交流創造條件。

Abstract

     Where language usage and teaching materials are concerned, we should avoid using words and grammar, which are too localized, in newspapers and textbooks. Differences in Chinese teaching materials used across different regions, especially in content, should be minimized. Similarity in content is crucial to the bonding of cultural identity. Commonalities in culture and language facilitate communication amongst different regions and contribute to the globalisation of the Chinese Language.
     Naturally, there is a need to incorporate works from different regions in Chinese teaching materials. These works allow the learner to understand the society and language of other regions, thereby facilitating his communication with the regions in the future. As the use of the Chinese Language broadens, our curriculum and teaching materials cannot be confined to our own needs but must be reviewed from a broader perspective.
     Not only should language teachers understand regional language variation, they should also prevent further variation from taking place. These must be reflected in the development of teaching materials and actual teaching. Only when we are sensitive to the slightest variation in the meaning of words can we minimize variation from occurring. Hence, there is a need to improve the annotation of words in teaching materials. Mastery of the meaning of individual morphemes in multi-syllabic words and the provision of detailed analysis and annotation of the subtle differences in meanings should be the main emphasis in the writing of teaching materials and language teaching. A key immediate task is to develop a Global Chinese Dictionary, which will include all the localised words used in different Chinese regions, to help facilitate and foster communication amongst the regions.

內容語文
Language

中文

頁次
Page

23-31

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