@article{oai:kanagawa-u.repo.nii.ac.jp:00002554,
 author = {张, 仲霏 and Zhang, Zhongfei},
 journal = {神奈川大学大学院言語と文化論集},
 month = {Mar},
 note = {本文以国内汉语存在的现实情况为根据，着眼于对外汉语教学，提出以下三个方面的问题进行讨论：　（1）现实的汉语不是单一的语言形态，而是一种普通话和若干种方言共存；　（2）影响或干扰对外汉语教学活动的方言因素，构成本文所谓方言环境；　（3）对外汉语教学语言和教学目标语言的实现需要理论策略的支持。在参考和回顾了部分先哲和时贤的有关论述的基础上，结合自己初步的对外汉语教学经验，形成了下面的一些想法：　所谓现代汉民族共同语，即普通话，实际上还只是一种设想或理想的局面，而普通话尤其是地方性普通话与形形色色的方言共存，则是国内汉语存在的现实。国内数十年来大力推广普通话，但由于方言复杂并且分布范围广大，加之语言的惰性的作用，使普通话的普及工作很难有望在短时期内取得实质性的进展。出现在一些大中城市的地方性普通话，在性质上可以看作方言的让步，并且由于依然没有完全脱胎于原来各自的方言，换言之，依然一定程度地保留着某些方言成分，因此又可以看作是不同的方言改造形式。　从对外汉语教学的角度看，一方面，对教师，教学管理人员和教材固然有比较严格的普通话要求，但是实行起来总有差距，不可避免地会有一定程度的汉语方言成分的流露；另一方面，走出学校和课堂，外国学生生活中所接触到的汉语大多数还是方言或者所谓地方性普通话。本文把这种实际存在于外国留学生汉语学习和应用过程的方言因素，统而称之为方言环境，用以概括对外汉语教学所面对的语言现实。　在上述两个方面分析的基础上，本文对对外汉语教学过程的教学语言和教学目标语言的实现策略提出构想，就是：教学语言和教学目标语言两方面，仍须坚持普通话的理论定义，虽则理论定义的表述并非十分确切和严密；同时适当而适时地为外国留学生增设方言知识课程，以期提高他们面对中国国内以方言为主要表现形态的汉语的实际应用能力。
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\nBased on the reality of Chinese existing circumstances and Teaching Chinese as a Foreign Language in China, the following three questions have been proposed to be discussed in this paper:　（1）Chinese is not a unitary language form but is such a　language reality that only one Common Speech and many different Chinese dialects live together;　（2）All of the dialect factors that influence or interfere the Teaching Chinese as a Foreign Language constitute the conception of dialect environment;　（3）Both the realization of teaching language and that of teaching target language in Teaching Chinese as a Foreign Language requires the support of strategy theoretically.　To resolve the above three questions, I studied the related works of both the elder and today’s scholars and summarized my own experience in Teaching Chinese as a Foreign Language. Thus, the following ideas have been formed initially.　That which is called Modern Han Nationality Common Language, i.e. Putonghua, means only an imaginary language situation, and the existing reality of Putonghua especially local Putonghua together with dialects is indeed the real Chinese in China. The work of promoting the use of Putonghua has been carried out for several decades, however it is impossible to popularize it in a short period of time because of the high complexity and wide distribution of the Chinese dialects in addition to the inertia of language. Local Putonghua appearing in some large or medium cities may be regarded as the concession of dialect to Putonghua. However, the so-called local Putonghua was not completely separated from dialect and still remains some　intrinsic dialect constituents, so it may also be regarded as a mutation of dialect.　Approaching the above questions from the viewpoint of Teaching Chinese as a Foreign Language leads us to pay attention to the following facts: On one hand, the teachers, the teaching managers as well as the textbooks are strictly required to have good quality Putonghua, but in fact, some dialect constituents are still revealed　unintentionally to a fair extent; on the other hand, although the foreign students learn Putonghua in school, the languages they come into contact with are usually dialects. Both of the dialect factors discussed above which exist both in school and daily life are collectively called dialect environment so as to be used to summarize the language reality that Teaching Chinese as a Foreign Language must face up to.　On the basis of the above analysis, the conception has been proposed for the strategies of both the realization of teaching language and that of teaching target language that is to adhere to the theoretical definition of Putonghua, although the expression of the definition is not appropriate and well conceived to some extent; at the same time, some dialect courses should be added properly for foreign students in order to improve their ability to adapt to the Chinese dialect in China., Article},
 pages = {95--134},
 title = {对外汉语教学与方言环境略论},
 volume = {15},
 year = {2009}
}