現代漢語語法點等級化初探

王佩卿

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Humanities > Linguistics
Humanities > Chinese Literature
College of International and Overseas Chinese Education > Graduate Institute of Teaching Chinese as a Second Language

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現代漢語語法點等級化初探

A Preliminary Discussion On the Levels of Chinese Language Grammar Points to Speakers of Other Languages

王佩卿 , Masters　　Advisor：鄧守信　　

繁體中文

語法點；等級化；語言能力指標；對外漢語教學語法； grammar points ； hierarchization ； pedagogical grammar of Chinese ； proficiency indicator for speakers of other language

Abstract │ Reference (111) │ Times Cited (5) │ Altmetrics

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Recently, researches on second language teaching have focused on two approaches: communicative approach and task-based approach. These two approaches aim at promoting the integration of language function and language forms in Chinese teaching in order to effectively increase learners’ language ability. Based on this concept, this paper is to discuss teaching  Chinese language grammar points at different levels to speakers of other languages. 
Based on Teng S.’s theory on Pedagogical Grammar of Chinese, this paper will first define the term “grammar points”. After taking into consideration of all the other definitions in the field, I would define “grammar points” as not only grammatical structures (sentence patterns), but also are not being able to explained at vocabulary level. Then I will divide grammar points into four groups and ten types by using Teng S.’s structure of grammar points
A. structural class：typological types, function types, word order types,  
transformational types, and sentence-structure types
B. semantic class：natural-class types, near-synonymous types
C. pragmatic class：sentence particles, adverbs, and preposition
D. discourse cohesive devices 
Next, I will discuss the criteria of defining “beginning”, “intermediate”, and “advanced” levels. In this paper, standards of defining grammar levels are different from ones for course levels in American universities. Grammar points are cross-levelly ranked, and do not involve in internal ranking of different levels. To simplify this, I will use the terms “Level 1”, “Level 2”, and “Level 3” to distinguish the levels. This paper will analyze credit hours, vocabulary, Chinese language proficiency tests, textbooks,  teaching guidelines, language proficiency and other criteria, use guidelines of The Common European Framework of reference for Languages: Learning, Teaching, Assessment (CEFR) as a benchmark, and also include corresponding Test Of Proficiency-Huayu, teaching outlines  Hanyu Shuipin Kaoshi(HSK), A Guidline to Chinese Proficiency Levels and Grammar Levels (1994), and the three sets of textbooks from Mandarin Training Center: ：Practical Audio-Visual Chinese, Far East Everyday Chinese, and Mini Radio Plays. With combination of language proficiency and language forms, Level 1 grammar points are equivalent to CEFR’s A2 catergory, likewise, Level 2 to B1, and Level 3 to B2/C1. Finally, examine the grammar points used in the textbooks against the new standards of levels discussed in this paper, and provide approximately 50 exmaples of grammar points in each level.

Reference ( 111 ) 〈TOP〉

王楚臻（2008）。現代漢語詞類劃分與教學語法。台北：台灣師範大學華研所碩士論文。（未出版）。
連結：
呂彥菁 (2005)。現代漢語疑問詞什麼的教學語法。台北：國立台灣師範大學華語文教學研究所碩士論文（周小兵等2010）（未出版）。
連結：
林君穎（2001）。華語初級教材語法用語及語法點選擇之初探，台灣師範大學華研所碩士論文。（未出版）。
連結：
易荷梅（2007）。現代漢語「離合詞」的研究及其在教學上之運用的探討。台北：國立台灣師範大學華語文教學研究所碩士論文。（未出版）。
連結：
陳立元 (2005)。漢語把字句教學語法。台北：國立台灣師範大學華語文教學研究所碩士論文。（未出版）。
連結：

Times Cited (5) 〈TOP〉

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