泛义动词“弄”的构式特征与教学对策  

The Constructional Features and Teaching Measures of the Light Verb Nong

作　　者：刘凤芹 Liu Fengqin(College of International Education,Qingdao University,Qingdao,Shandong,266071)

机构地区：[1]青岛大学国际教育学院,山东青岛266071

出　　处：《语文学刊》2023年第4期51-58,共8页Journal of Language and Literature Studies

基　　金：青岛大学课程思政教学改革研究项目“全人类共同价值融入国际中文教育汉字课程的教学探索与实践”阶段性研究成果。

摘　　要：动词“弄”词汇意义弱而模糊,是二语学习者词汇习得的难点所在。本文基于语料库和整体性的认知观,提出将“弄+补”作为一种构式,分析其构式特征和语义机制,进而提出一种从综合到分析的可操作性教学模式,即从“弄+补”到“弄+得+补”再到“弄”的析出的教学和认知路径,以帮助学生构建“弄”完整的意识。With its weak and vague lexical meaning,verb Nong(弄)has been regarded as the difficulty with the vocabulary acquisition of Chinese L2 Learners.Based on the corpus and the holistic cognitive view,this paper put forth the Nong+complement(弄+补)as construction form as well as proposes one operable teaching mode from synthesis to analysis based on the analysis of its structure characteristic and semantic mechanism.This mode aims at helping students build a complete constructional awareness of Nong through the teaching and cognitive path from Nong+complement to Nong+de+complement(弄+得+补)to Nong.

关 键 词：“弄+补”构式 语义机制 教学对策 

分 类 号：H030[语言文字—语言学]