漢語慣用語動賓詞組的語法分析及其TCSL語法教學策略

The Syntax Analysis of Verb-Object Idiom Phrase and Its Teaching Strategies in TCSL

王季香(Ji-Xiang Wang)

《應華學報》 9期 (2011/08) Pp. 175-204

https://doi.org/10.6391/JAC.201108.0151

摘要

慣用語是TCSL的難點，也是重點，卻未受到華語教學界應有的重視。在對外華語教學中，慣用熟語的語法點雖多分布在中級以上，但日常生活交際的使用頻率很高，在實際的教學情境中，很快就會被認知能力已成熟的外籍生問及。本文以動賓詞組的慣用熟語為討論基礎，旁及日常使用，有熟語化傾向的三音節動賓詞組，如「吹吹風」、「曬太陽」等加以探討。文中先以建立「總集」（copus）的方式，依照語法分析的三個平面， 釐清其語義、語法結構與語用特點，從而提出相關語法教學策略。希望有助於留學生掌握慣用語法的特點，深化學習者的華語程度並達到文化交際的功能。經由研究，本文得到以下三點的結論：其一，打破一般學者繁複的分類，將動賓慣用詞語分成：「動詞＋常態受事賓語」、「動詞＋非常態受事賓語」及「動詞＋施事賓語」等三大類。並挖掘其表層結構的深層意義。其二，探析慣用語之動賓詞組的語法結構，發現華語具有文約義豐、語性多樣、多元文化鏡像及主客施受相融的文化思維模式。其三，依照一般外籍學生常犯的語法錯誤與偏誤，提出四個TCSL語法教學策略: 首先讓學生了解動賓詞組慣用語的構成方式；其次讓學生懂得動賓詞組在句中的語性；再者，讓學生清楚動賓詞組慣用語法規範;最後，讓學生辨析動賓詞組慣用語背後的語義及語用功能。

關鍵字

慣用語 ； 動賓詞組 ； TCSL ； 語義 ； 語法結構

並列摘要

The idiom in Chinese language is not only the complexity but also the priority, but it has not been given much attention in TCSL. When we do the idiom in L2 Chinese teaching, we usually treat this pedagogy as the higher level, but it IS used very frequently In daily communications and soon it will be a matter when we are In the actual teaching situation. In this paper, we will further discuss about the verb-object phrases in idioms, also including the daily uses, such as ”chui chui feng” (blow-blow-wind), ”shai tai yang” (bask-sun) etc. This discussion based on a lexicon corpus, according to the different aspects of syntax analysis: to clarify the semantics, syntactic structures and pragmatics, to build on the strategies of syntax teaching. Hoping this research will help foreign students for comprehend the field of idioms, and with the capacity of cultural communication.Through this research, we have three conclusions:First, setting aside the complex classification from general theories, we divide the Verb-Object idiom phrases into three categories: ”Verb + patient-Object”, ”Verb + other types Object” and ”Verb + agent-Object”. Moreover, we will search into deeper structure of the meaning.Second, we've found out the syntactic structure m the Verb-Object idiom phrases, and present the specificity and variety in Chinese.Third, we conclude four strategies in L2 teaching, reflecting mainly based on common mistakes made by foreign students: In the beginning, we could teach students the construction of the Verb-Object idiom phrases; secondly, let them understand the part of speech in Verb-Object idiom phrases; furthermore, make them recognizing the grammar specification in Verb-Object idiom phrases; finally, try to teach them analyzing the semantic and pragmatic functions in it.

並列關鍵字

Idiom ； Verb-Object phrase ； TCSL ； Semantics ； Syntactic Structure