构式语块教学法的实质——以兼语句教学及实验为例  

Essence of Construction-Chunk Approach:Empirical Studies on Teaching Chinese Jiānyǔ(兼语) Sentence Patterns

作　　者：苏丹洁[1] 

机构地区：[1]中山大学国际汉语学院,510275

出　　处：《语言教学与研究》2011年第2期16-22,共7页Language Teaching and Linguistic Studies

摘　　要：本文以表示使令的兼语句的教学为例,介绍了一种新的语法教学法——构式语块教学法。该教学法通过激活学习者本身具有的人类认知共性,以一种易懂易记的认知方式,引导学习者理解并掌握汉语的个性特征。教学实验表明,构式语块教学法在教学一些句式上,优于传统的句法上"主—谓—宾"、语义上"施—动—受"的思路。Using instruction of the Chinese causative Jiānyǔ（兼语） sentence patterns as an example,this study introduces a new approach for teaching second language grammar：the Construction-Chunk Approach（CCA）.Its essence lies in its cognitive-universal orientation in language teaching,which evokes L2 learners＇ cognitive universals,highlights language universals as well as language-specific features of the target language,and leads to better acquisition of the syntactic structures in the target language.Teaching experiments reveal that the CCA outperforms the traditional ＂subject-predicate-object＂ or ＂agent-action-patient＂ approach in teaching certain Chinese syntactic structures.

关 键 词：构式语块教学法 兼语句 构式 语块 汉语第二语言教学 

分 类 号：H193[语言文字—汉语]