汉语疑问代词“什么”的功能层级教学策略研究
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摘要
汉语疑问代词的二语教学语法近些年来被众多学者讨论,主要围绕特指疑问句特征、疑问代词的虚指和任指用法的习得,而讨论汉语疑问代词多种用法的习得差异、复杂句法环境中疑问代词强势解读的二语教学研究却不多。本文在前人对汉语疑问代词"什么"的研究基础上,提出了"什么"的功能层级模型,包括"什么"的存在、全称、疑问、否定和例指解读。通过母语为越南语和蒙古语两组受试者(HSK四级水平以上)在学习该模型前后的两次测试,验证了该教学策略的可行性,可以达到预期目的,但同时也增加了两组受试者判断"什么"的疑问解读的难度。
The grammar of Chinese wh-words has been a hot topic in L2 teaching.Discussions are mainly about the features of wh-question,as well as the existential and universal usages of wh-words,but the differences of multiple usages of wh-words and the interpretation of wh-words in complex syntax are seldom explored. Drawing on the previous studies,this article proposes a functional hierarchy model of shenme,including the aspects of existential,universal,interrogative,negative and illustrative interpretations.Two multiple choice tests are conducted before and after the intensive grammar teaching,with 10 native Vietnamese and 10 native Mongolian speakers( above HSK Level 4) as L2 Chinese subjects. The results show that the teaching strategy is feasible. However,although it helps realize the expected goals,it increases the difficulty for the subjects to make interpretation of the wh-word shenme.
The grammar of Chinese wh-words has been a hot topic in L2 teaching.Discussions are mainly about the features of wh-question,as well as the existential and universal usages of wh-words,but the differences of multiple usages of wh-words and the interpretation of wh-words in complex syntax are seldom explored. Drawing on the previous studies,this article proposes a functional hierarchy model of shenme,including the aspects of existential,universal,interrogative,negative and illustrative interpretations.Two multiple choice tests are conducted before and after the intensive grammar teaching,with 10 native Vietnamese and 10 native Mongolian speakers( above HSK Level 4) as L2 Chinese subjects. The results show that the teaching strategy is feasible. However,although it helps realize the expected goals,it increases the difficulty for the subjects to make interpretation of the wh-word shenme.
引文
[1]代丽丽.表否定的构式“什么+X”分析[J].语言研究,2016,(1).
[2]姜炜,石毓智.“什么”的否定功用[J].语言科学,2008,(3).
[3]来永梅.以蒙语为母语者习得汉语疑问句的研究[D].山东大学硕士学位论文,2008.
[4]吕叔湘.现代汉语八百词(增订本)[M].北京:商务印书馆,1999.
[5]马志刚.汉语“什么”类代词疑问义、存在义和全称义的中介语句法实现研究[J].语言教学与研究,2017,(4).
[6]牛长伟,程邦雄.疑问词与“都”的相对位置分析---“都”的关联次序及约束规则[J].语言研究,2015,(4).
[7]裴辉强.越汉语疑问代词非疑问用法对比研究[J].华文教学与研究,2017,(4).
[8]邵敬敏.现代汉语疑问句研究[M].上海:华东师范大学出版社,1996.
[9]史静儿,赵杨.泰语母语者汉语疑问代词虚指用法习得研究[J].世界汉语教学,2014,(2).
[10]寿永明.疑问代词的否定用法[J].上海师范大学学报(哲学科学版),2002,(2).
[11]袁毓林,刘彬.“什么”句否定意义的形成与识解机制[J].世界汉语教学,2016,(3).
[12]张斌.现代汉语描写语法[M].北京:商务印书馆,2010.
[13]朱德熙.语法讲义[M].北京:商务印书馆,1982.
[14]Cheng,Lisa Lai Shen.On the Typology of WH-question.Ph.D dissertation,MIT,1991.
[15]Huang,James C.-T.Logical Relations in Chinese and the Theory of Grammar.Doctoral dissertation.MIT,1982.
[16]Li,Yen-hui Audrey.Indefinite Wh in Mandarin Chinese.Journal of East Asian Linguistics.1992,(2).
[17]Sorace,A.&F.Filiaci.Anaphora resolution in near?native speakers of Italian.Second Language Research.2006,(3).
[18]Tsimpli,I.M.&A.Sorace.Differentiating interface:L2 performance in syntax-semantics and syntaxdiscourse phenomena.In D.Bamman,T.Magnitskaia&C.Zaller(eds.).Proceedings of the 30thAnnual Boston University Conference on Language Development[C].Somerville,MA:Cascadilla Press,2006.
[19]White,L.Second language acquisition at the interfaces.Lingua,2011,(4).
[20]Yuan,Boping.Domain-wide or variable-dependent vulnerability of the semantics-syntax interface in L2acquisition?Evidence from wh-words used as existential polarity words in L2 Chinese grammars.Second Language Research.2010,(2).
(1)邵敬敏(1996)提到了“什么”的八种解读:全指性、虚指性、否定性、例指性、承指性、借指性、反诘性、独用性。本文选取二语教学中常用于单句中的“什么”的五种解读。
(2)按照Huang(1982)的分析,隐性疑问算子是通过疑问代词在逻辑层面上的移位获得的。
(3)表4中样题的备选项为五个,但有时一些备选项句子的接受度低,备选项数量会有删减,如表4中的备选项A的接受度就较差。
(4)20个受试者来自内地两所高校(2016-2017学年下学期)。由于受试者不在同一学校,测试分两次完成。
(5)多选和没选的题目均视为错误。
(6)详见《发展汉语》(第二版)初级综合(I)第171页、初级综合(II)第48/70/116/257页、中级综合(I)第55/146/171页、中级综合(II)第8/37页。
[2]姜炜,石毓智.“什么”的否定功用[J].语言科学,2008,(3).
[3]来永梅.以蒙语为母语者习得汉语疑问句的研究[D].山东大学硕士学位论文,2008.
[4]吕叔湘.现代汉语八百词(增订本)[M].北京:商务印书馆,1999.
[5]马志刚.汉语“什么”类代词疑问义、存在义和全称义的中介语句法实现研究[J].语言教学与研究,2017,(4).
[6]牛长伟,程邦雄.疑问词与“都”的相对位置分析---“都”的关联次序及约束规则[J].语言研究,2015,(4).
[7]裴辉强.越汉语疑问代词非疑问用法对比研究[J].华文教学与研究,2017,(4).
[8]邵敬敏.现代汉语疑问句研究[M].上海:华东师范大学出版社,1996.
[9]史静儿,赵杨.泰语母语者汉语疑问代词虚指用法习得研究[J].世界汉语教学,2014,(2).
[10]寿永明.疑问代词的否定用法[J].上海师范大学学报(哲学科学版),2002,(2).
[11]袁毓林,刘彬.“什么”句否定意义的形成与识解机制[J].世界汉语教学,2016,(3).
[12]张斌.现代汉语描写语法[M].北京:商务印书馆,2010.
[13]朱德熙.语法讲义[M].北京:商务印书馆,1982.
[14]Cheng,Lisa Lai Shen.On the Typology of WH-question.Ph.D dissertation,MIT,1991.
[15]Huang,James C.-T.Logical Relations in Chinese and the Theory of Grammar.Doctoral dissertation.MIT,1982.
[16]Li,Yen-hui Audrey.Indefinite Wh in Mandarin Chinese.Journal of East Asian Linguistics.1992,(2).
[17]Sorace,A.&F.Filiaci.Anaphora resolution in near?native speakers of Italian.Second Language Research.2006,(3).
[18]Tsimpli,I.M.&A.Sorace.Differentiating interface:L2 performance in syntax-semantics and syntaxdiscourse phenomena.In D.Bamman,T.Magnitskaia&C.Zaller(eds.).Proceedings of the 30thAnnual Boston University Conference on Language Development[C].Somerville,MA:Cascadilla Press,2006.
[19]White,L.Second language acquisition at the interfaces.Lingua,2011,(4).
[20]Yuan,Boping.Domain-wide or variable-dependent vulnerability of the semantics-syntax interface in L2acquisition?Evidence from wh-words used as existential polarity words in L2 Chinese grammars.Second Language Research.2010,(2).
(1)邵敬敏(1996)提到了“什么”的八种解读:全指性、虚指性、否定性、例指性、承指性、借指性、反诘性、独用性。本文选取二语教学中常用于单句中的“什么”的五种解读。
(2)按照Huang(1982)的分析,隐性疑问算子是通过疑问代词在逻辑层面上的移位获得的。
(3)表4中样题的备选项为五个,但有时一些备选项句子的接受度低,备选项数量会有删减,如表4中的备选项A的接受度就较差。
(4)20个受试者来自内地两所高校(2016-2017学年下学期)。由于受试者不在同一学校,测试分两次完成。
(5)多选和没选的题目均视为错误。
(6)详见《发展汉语》(第二版)初级综合(I)第171页、初级综合(II)第48/70/116/257页、中级综合(I)第55/146/171页、中级综合(II)第8/37页。