基于构式语法的中级汉语二语语法教学探索  

A construction-based approach to teaching intermediate Chinese grammar to L2learners

作　　者：范媛媛 刘承宇[2] FAN Yuanyuan;LIU Chengyu

机构地区：[1]西南大学国际学院/教育学部,400715 [2]西南大学外国语学院,400715

出　　处：《语言教学与研究》2024年第1期15-24,共10页Language Teaching and Linguistic Studies

基　　金：西南大学教育教学改革研究项目(编号:2019JY153)的资助。

摘　　要：作为初级到高级的桥梁,中级汉语语法项目呈现出碎片化、语义透明度低、语义限制复杂、能产性有限的特点。传统的“词汇+规则”教学方法无法对这些语法项目进行有效教学。本文尝试在构式语法观的指导下,用“构式”概念统领中级阶段的语法项目,根据构式使用中的三重互动关系划分出词语构式、凝固型短语构式、半凝固型短语构式和复句构式四个教学分类,提炼出变项的准入条件、语义压制、构式语境、语用条件和语体特征等五个教学要点,进而讨论各类语法项目的教学,包括创设构式语境的虚词构式教学、外部互动为主的凝固型短语构式教学、内外兼顾的半凝固型短语构式教学和细化变项形式的复句构式教学。As a bridge connecting the primary and advanced grammars,intermediate Chinese grammar consists of a large bulk of grammatical constructions characteristic of fragmentation,low semantic transparency,complex semantic constraints and limited productivity,which cannot be instructed effectively to L2students via the traditional approach of“vocabulary plus rules”.In this context,a new pedagogy is tentatively proposed in this study for the teaching of intermediate Chinese grammar by drawing on the theory of Construction Grammar.The concept of“construction”is applied to intermediate Chinese grammatical items,which are classified into four categories,i.e.lexical constructions,solidified phrase constructions,semi-solidified phrase constructions and complex sentence constructions.Five factors are then highlighted for the instruction of such grammatical constructions,i.e.entry conditions,semantic coercion,constructional contexts,pragmatic conditions and stylistic features.Accordingly,teaching methods are developed for the four above-mentioned categories:creating constructional contexts for functional words,focusing on external aspect of solidified phrase constructions,incorporating internal and external aspects of semi-solidified phrase constructions,and highlighting the variants for complex sentence constructions.

关 键 词：中级汉语语法 二语语法教学 构式语法 构式 

分 类 号：H195[语言文字—汉语]