漢語把字句教學語法

A Pedagogical Grammar of the Chinese Disposal(Ba) Construction

陳立元(Li-yuan Chen)

指導教授 ： 鄧守信

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2004年)

摘要

把字句教學語法建立在鄧守信(2003)《對外漢語教學語法》的理論框架與方法學的基礎上﹐藉由7,710筆真實語料，參考理論語法研究成果，加入學習者這個至關重要的參數，對把字句進行了全面性的描述。建構了把字句“處意義”(disposal)、“意外義”(accidental)、”致使義”(causative)三項語義功能。“處置義”共7, 288筆語料，佔94.53%，確立了“處置義”是典型的的語義功能項。同時建立把字句七項基式結構：把1) S把OV+時態(aspect)；把2) S把OV+結果(result)；把3) S把OV+目標(goal)；把4) S把OV+趨向(direction)； 把5) S把OV+情態(extent)；把6) S把OV+範圍(range)；把7) S把OV+重疊(reduplication)。

通過鄧守信(1998､2003)所建構的多項排序參數原則與語法點難易度評定的原則，彙整出八項評定把字句次類結構難易度的原則，將把字句次類結構加以量化，評定出把字句次類結構的排序(sequencing)，教學階段(cumulative phase)與等級化﹐進而建立理想的把字句教學模式，以及一系列數位式以任務為導向的情境練習，建構了把字句教學在教學語法與教學法之間的統整性，建築一個討論的平台。徹底摒除過去把字句教學建築在經驗論上的迷思，使把字句教學登上驗證科學的殿堂。教學者能夠藉此模式，在教學上循序漸進；學習者能夠藉由教學者的引領，進而全盤掌握把字句和與其相關語法點的系統，而至全盤掌握漢語語法體系，主動與目標語人士進行既適切又得體的交際活動。徹底達成L2語言教學以交際效益為導向的重大任務。

關鍵字

把字句 ； 對外漢語教學語法 ； 難易度 ； 評定 ； 排序 ； 等級化 ； 驗證科學

並列摘要

Current pedagogical grammar of the Chinese disposal construction (ba) is based on Shou-hsin Teng’s theoretical framework and methodology in his A Pedagogical Grammar of Chinese (2003), which draws on 7,710 examples from a corpus of authentic material and theoretical linguistics/grammar research, and emphasizes the learner as a crucial parameter, providing an exhaustive description of the Chinese disposal construction. In my thesis, I identify three semantic functions of the Chinese disposal construction based on Teng’s theoretical framework: disposal, accidental, and causative. (The disposal semantic function comprises 94.53% of the 7,288 examples in the Academia Sinica Corpus.) Additionally, I seek to establish seven basic sub-structures of the disposal construction: ba 1) S ba OV + aspect; ba 2) S ba OV + result; ba 3) S ba OV + goal; ba 4) S ba OV + direction; ba 5) S ba OV + extent; ba 6) S ba OV + range; ba 7) S ba OV + reduplication.

Drawing on Teng’s principles regarding multiple sequences and the assessment of the difficulty grammar of points, I posit eight principles for assessing the difficulty of seven disposal construction sub-structures, and order such sub-structures according to their level of difficulty; in so doing, I assess the sequencing, pedagogical stages, and grading of the sub-structures, and create a model for disposal construction pedagogy which includes a series of computer-based, task-oriented scenarios. I believe my thesis can help bridge the gap between the fields of pedagogical grammar and pedagogy, and provide a discursive platform on which relevant issues can be further examined. Hopefully, my research and the potential discursive platform arising from it will lend themselves to discrediting the common belief that disposal construction pedagogy is best formulated according to an educator’s personal experiences. This thesis thereby situates the pedagogy of the disposal construction firmly in the realm of empirical science. Additionally, I seek to help educators to develop their pedagogical methodology according to my sequence of the disposal construction, and to systematically improve their teaching methods. In so doing, educators will enable second language learners not only to fully grasp the disposal construction and other related grammar points, but also to grasp the entirety of the Chinese grammar system. Thus they will ultimately allow learners to actively engage speakers of the target language in an appropriate, effective manner.

並列關鍵字

disposal(ba) construction ； L2 Chinese pedagogical grammar ； ifficultness ； assessing ； sequencing ； grade ； empirical science

參考文獻

Teng, Shou-hsin. 2000. Acquisition and pedagogy in Chinese as a foreign language.《現代中國語研究》. 5-17.

黃麗儀. 2003. 〈以英語為母語之華語學生“把”字句仲介語之研究〉. 於《第七屆世界華語文教學研討會論文集》第一冊語文分析組. 109-134.

Teng, Shou-hsin . 1982 . Disposal Structure in Amoy in Teng, Shou-hsin2005 Studies on Modern Chinese Syntax.

陳怡靜.2004.《現代漢語動詞後置成份之語法意義與教學排序》. 碩士論文.

Li, Charles N. and Sandra A. Thompson. 1974b. An explanation of word order change:SVO→SOV. Foundations of Language . 12:201-204.