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Licensed Unlicensed Requires Authentication Published by De Gruyter April 14, 2015

“大华语” 概念适应汉语走向世界的需要

The Concept of Dahuayu meets the demands of Chinese integration into the World
  • 俭明 陆

    陆俭明, 北京大学中文系和中国语言学中心教授, 兼任中国国家语委咨询委员会委员以及香港中文大学等 17 所海内外大学的荣誉教授。曾任国际中国语言学学会会长、世界汉语教学学会会长、中国语言学会副会长、北京大学汉语语言学研究中心主任、北京大学人文学院学术委员会委员。自 1981 年以来, 曾先后应邀赴美国、日本、泰国、新加坡、韩国、挪威、德国、法国、荷兰、澳大利亚、马来西亚、葡萄牙、加拿大、越南以及中国的香港、台湾、澳门等 17 个国家和地区或任教、合作研究或访问。研究方向包括现代汉语句法、现代汉语虚词、对外汉语教学、中文信息处理以及中学语文教学等方面。

    and Lu Jianming EMAIL logo
From the journal Global Chinese

摘要

汉语/中文/华语将逐渐成为各国学习的热门语言, 今后汉语教学在全世界范围内将会有更大的发展。汉语教学, 无论是语音、词汇、语法教学, 要不折不扣地完全按普通话标准来要求, 事实上难以做到。汉语教学所教、所学的汉语/中文/华语, 在理论上可以明确规定 “要以中国本土的普通话为标准”, 但是实际教学中应允许有一定的弹性, 而不必过于死抠。“大华语” 虽然是一个抽象概括、人为设定的假想性的概念, 但是将这一概念引入汉语教学中有好处, 有助于增强世界华人的凝聚力和认同感, 有助于建立和谐的华人社会, 更有助于推进世界范围的汉语教学。

Abstract

Mandarin/Chinese/Huayu has gradually become the most popular language by learners all over the world. Chinese teaching will develop rapidly in the future. To adhere to the norms of Putonghua in Chinese language teaching, whether it is pronunciation, vocabulary or grammar, is actually very hard to achieve. Theoretically, we can establish the normative Putonghua standards based on language usage in mainland China. But It is not appropriate to make rigid, blanket rules. Dahuayu is only an abstract and generalized notion, but it helps to promote world-wide Chinese teaching. It helps to strengthen the cohesiveness among the Chinese worldwide, as well as to construct a harmonious Chinese community.

About the authors

俭明 陆

陆俭明, 北京大学中文系和中国语言学中心教授, 兼任中国国家语委咨询委员会委员以及香港中文大学等 17 所海内外大学的荣誉教授。曾任国际中国语言学学会会长、世界汉语教学学会会长、中国语言学会副会长、北京大学汉语语言学研究中心主任、北京大学人文学院学术委员会委员。自 1981 年以来, 曾先后应邀赴美国、日本、泰国、新加坡、韩国、挪威、德国、法国、荷兰、澳大利亚、马来西亚、葡萄牙、加拿大、越南以及中国的香港、台湾、澳门等 17 个国家和地区或任教、合作研究或访问。研究方向包括现代汉语句法、现代汉语虚词、对外汉语教学、中文信息处理以及中学语文教学等方面。

Lu, Jianming is a professor of the Department of Chinese Language and Literature and a professor of Center for Chinese Linguistics, Peking University, China, as well as an advisor for the State Language Commission of China. He also serves as Honorary Professor of the Chinese University of Hong Kong, Beijing Normal University, Jinan University and other 14 universities both in China and abroad. He used to serve as President of the International Association of Chinese Linguistics, the Vice President of the Linguistic Society of China, Director of the Research Center for Chinese Linguistics, member of Academic Committee of College of Humanities at Peking University. Since 1981, he has been invited to 17 countries and regions for teaching, academic visits or cooperative research, such as the United States, Japan, Thailand, Singapore, South Korea, Norway, Germany, France, Holland, Australia, Malaysia, Portugal, Canada, Vietnam, and Hong Kong, Taiwan, Macao in China, among others. His research interests include modern Chinese syntax, function words in modern Chinese, teaching Chinese as a foreign language, Chinese information processing, Chinese teaching in secondary school, et al.

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English synopsis (英文简介)

The Concept of Dahuayu meets the demands of Chinese integration into the World

After I came up with the concept of Dahuayu (大华语, literally ‘big Chinese’) in 2004, it has been gaining acceptance within academia, as well as different views. This article considers why the concept is useful.

First, we should note that we are now in an era of information technology where big data, cloud computing, networking are taking over individual’s everyday life. The rapid development of technology, the globalization of economy, and the great popularity of the information superhighway brings us global flows of commodities, information, technology, talents, cultures and ideas. Communication between countries and regions become more and more frequent and diverse. The new era requires nations and individuals to have multilingual abilities. Language has become the key to human understanding and to interactions between civilizations. The concept of Dahuayu needs to be considered within this context.

Second, we should note two facts. One is that the overseas Chinese, Hong Kong and Macao Chinese, and Taiwan Mandarin differ from Putonghua of mainland China. The other is that Putonghua in different provinces and cities within mainland China also varies considerably. The Putonghua spoken by the majority of people, even the standard bearing Chinese language teachers, carries distinctive dialect accents. These two facts cannot be ignored or denied. Chinese language teaching, whether it is pronunciation, vocabulary or grammar, is actually hard to be completely based on normative Putonghua standards. It is not appropriate to make rigid rules that certain pronunciation, lexical expression or sentence structure cannot be taught when they are actually being used in real life.

If that is the case then, should we abandon all standard for Chinese language teaching or learning? The answer is no. We need to recognize that whilst in theory, Chinese language teaching can be done with reference to the Putonghua of mainland China, in practice we need to allow flexibility and respect reality.

So it comes to the question how we should look at language norms. Academics accept that language norms can be both ‘hard’ and flexible. For Chinese, there are ‘hard’ standard for pronunciation, lexical items and grammar that prescribe what Putonghua should be like. Yet when it comes to real pronunciation, and the use of some specific wording or grammar, we allow certain deviations from the prescribed Putonghua standards.

The concept of Dahuayu is put forward exactly with this kind of situation in mind. We can define Dahuayu as ‘the common language of Chinese worldwide based on Putonghua but with flexibility and tolerance in pronunciation, lexical and grammar’. Although Dahuayu is a theoretical concept, its introduction into Chinese language teaching can benefit us in a number of ways. First, it helps to enhance the sense of cohesion and identity of Chinese people all over the world, and helps build a harmonious Chinese society. Chinese beyond the mainland China will exist for generations to come. Its future depends on how much overseas ethnic Chinese people identify themselves with the Chinese nation and its culture. The future of mainland China is also closely tied to the future of Chinese as a global language. However, languages will change as the society develops, and will be strongly influenced by local languages and cultures. Therefore the Chinese spoken in different parts of the world will definitely vary from Putonghua in the mainland. We should acknowledge and respect such variations.

Second, the notion of Dahuayu helps to promote world-wide Chinese teaching. While we are discussing Chinese language teaching, we should take into consideration the bigger picture of globalization and China’s integration into the world. China’s integration into the world requires the Chinese language to be integrated and globalized. There are two markers of Chinese integration into the world: One is that Chinese language teaching can generally be put on the list of primary education by other countries; the other is the localization of teachers who work in Chinese language education. In the long run, the training of local Chinese teachers is very important. History shows that local, non-native language teachers may not completely meet the prescribed standards of pronunciation, vocabulary and grammar of the target language, they do better than imported foreign teachers in actual teaching. The local non-native teachers will help play a key role in promoting Chinese language and culture. The concept of Dahuayu embraces the demands of Chinese integration into the world.

Published Online: 2015-4-14
Published in Print: 2015-4-1

©2015 by De Gruyter Mouton

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