【英文摘要】 This research investigates the essence of Chinese spoken language and the present practice of spoken language course with introspection into the existing research and its paradigm. Based on a regression to the fundamental nature of Chinese spoken language and Chinese spoken language course, the principle problems and assumptions of the research were developed. It attempts to throw off the shackles of the old research paradigm and thinking pattern through multi-dimensional research, starting from the essential dimension, via functional dimension, historical dimension, and outer-domain dimension, and going back to the essential dimension. By this it is expected to discover the function of spoken language course and the track of its development, to construct the Chinese spoken language dimensional model in a new knowledge view and course view using related experience of other countries, and to provide new materials and perspectives for the rebuilding of spoken language course and language and literature course. It is also an attempt to explore the research method and methodology of Chinese spoken language. Through the exploration into several dimensions this research researched the following conclusions.1. The root cause for the vacancy and alienation of Chinese spoken language course. Looking from the external of the language and literature course, there might be the following reasons that account for the vacancy and alienation of Chinese spoken language course. First, the "word-standard" traditional culture. The "word-standard" traditional culture is an elite-orient written language culture, the opposite of the mass culture and folk culture represented by spoken language, and has different standard of value and pattern of operation. As a matter of fact, the language and literature education has long been carried out in the realm of written language and it is actually a "word-standard" education. Second, the modern notions of knowledge. Science, as characterized by objectivity, universality and neutrality, can be expressed by words, be quantified, and be repeated. Therefore, it is assumed to be real knowledge. This is the basic standpoint of modern notions of knowledge. The knowledge of spoken language does not conform to the criteria of science and thus does not fall into the category of knowledge. What's more, spoken language can not capture science. Third, the educational purpose. The traditional education concerns only the non-daily life overlooking the learners' present life, especially their everyday life. As far as the carrier of language is concerned, daily life is represented by spoken language and non-daily life is represented by written language. Overlooking the learner's daily-life education will surely result in leaving no room for spoken language course to exist. This is a fragmentary world of life. The last reason - the problem of regime. The elite education has long been overwhelming in Chinese society. A test paper can determine not only the learners' effectiveness in learning but also their lifelong fates. The ever-intensified examination-oriented education system further reinforced the supremacy of written language course and aggravated the inferiority of spoken language course.By examining the internal of the language and literature course, the following reasons can be found which result in the vacancy and alienation of Chinese spoken language course. First, the traditional opinions of the language and literature course. The traditional opinions of the language and literature course consider the language and literature as a character system that exists independently of human. Therefore it is a tool that can be borrowed and utilized, especially an object (or tool) that can be put into the subject view
【中文关键词】 语文科; 汉语口语; 口语课程; 口语知识; 课程建构
【英文关键词】 Chinese; Spoken Chinese; Oral language course; Spoken language knowledge; Course structure
