汉语省略现象与对外汉语教学的补足还原策略  

Omission of Chinese and the Complementary Reduction Strategy for TCFL

作　　者：吴童杰 Wu Tongjie(Beijing Normal University,Beijing,100875,China)

机构地区：[1]北京师范大学,北京100875

出　　处：《语言与文化研究》2024年第2期48-53,共6页Language and Culture Research

摘　　要：对外汉语教学处理语料要有系统性,强化学生的形义匹配观念。汉语多省略,“义足形缺”现象常见。为实现形义匹配,卢华岩(2011)提出文本处理的补足还原策略,但没有系统讨论其适用范围。荣晶(1989)将省略分为语用省略、语义隐含和句法空语类,本研究基于这一区分周遍考察三类省略是否可以和有无必要补足还原。研究发现,只有语用省略和语义隐含适用补足还原,但实际教学中是否有必要补足还原并没有强制规定,还和其他教学因素相关。TCFL(Teaching Chinese as a Foreign Language)must deal with the corpus systematically,thus strengthening students’concept of the form-meaning pair.There are many kinds of ellipsis in Chinese,which may cause misunderstanding for foreign students.To repair such form-meaning pair,Lu(2011)proposed a complementary reduction strategy for text processing but did not fully discuss its scope of application.Based on the distinction between omission,implication and empty category,Rong(1989)classified three kinds of ellipsis in Chinese.This paper thoroughly examines whether the three types of ellipsis can be and are necessary for the complementary reduction strategy.We found only omission and implication apply to complementary reduction strategy,but the necessity of the strategy also depends on other pedagogical factors in actual teaching.

关 键 词：省略 隐含 空语类 补足还原 

分 类 号：H31[语言文字—英语]