“连”字句再认识及其教学
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摘要
本文以构式语法理论为指导,从新的角度对汉语“连”字句重新考察,认为“连”字句是典型的构式句,其构式义是“强调”,这种“强调”由“连……也/都……”构式本身来表达,而不能从句子的组成成分(包括“连”、“也/都”、“连”字之后的介引成分以及“也/都”之后的成分)推出,也无法从其他已有构式推出,无论“连”字之后的话题成分是名词性的还是动词性的,都不会改变构式本身的意义,“连”字句的“强调”义源自人们头脑中的一种意象图式——力图式。
从服务教学出发,依据“连……也/都……”是否对“连”字句成分序位化以及序位化的成分不同,重新对“连”字句分类。考察了“连”字句的主观性,认为这种主观性是以说汉语的人们的认知为基础的,违背这种认知基础而造出的句子将是不可接受的。
本文调查分析了汉语学习者中介语语料,对所得语料偏误进行统计分析和研究,发现学习者在掌握汉语“连”字句的过程中,会出现“连……也/都……”格式、一般句法结构和语用三种类型的偏误,并对偏误原因进行了分析和解释。
在此基础上,本文尝试运用“构式-语块”教学法对“连”字句教学进行重新设计,将“连”字句切分出两部分语块:一部分是描述现象,表达句子基本内容的;另一部分是“连……也/都……”格式,表达“强调”的构式义。当人们在描述某种现象或事实的时候,为了更充分地表达个人想法或情感,便需要使用突出或对比手段,“连……也/都……”格式即是其中手段之一,通过将想要突出或对比的内容用“连”字介引进入“连……也/都……”格式,从而起到“强调”作用。基于以上认识,本文提出首先将汉语“连”字句划分为话题序位“连”字句、整体序位“连”字句和无序位“连”字句三类,在教学中对其分开区别教学,先教简单的话题序位“连”字句,次之教授整体序位“连”字句,最后再教无序位“连”字句。针对以上三类“连”字句,教学中要使用不同的教学方法。
In this paper, construction grammar theory, a new perspective on the Chinese "lian" sentences investigation, that "lian"sentences is a typical sentence constructions, the constructional meaning is "stressed"and that "stressed" by the "lian......ye/dou...... "constructions to express itself, not from the composition of the sentence (including the"lian","ye/dou", and "lian"after the words of the medium composition and cited"ye/dou"after Components) introduced and can not launch from the other existing constructions, both "lian" after the word is a noun of the subject composition or verbal, are structure type itself does not change the meaning, "lian" sentences of the "stress " Meaning in people's minds from an image map type - trying to type.
Starting from the service of teaching, according to "lian......ye/dou...... " whether "lian" ordinal composition of words and the ordinal of the composition is different from re-"lian"sentence category. The effects of "lian"sentence subjectivity, this subjectivity is said that Chinese people's knowledge-based, contrary to this knowledge base and create the sentence would be unacceptable.
On the other hand, this survey of the Chinese language learners interlanguage corpus corpus of errors from the statistical analysis and research, found that learners master the Chinese "lian" sentences in the process, there will be "lian......ye/dou...... "format, the general syntactic structure and pragmatic three types of errors, and errors are analyzed and explained the reasons.
On this basis, we try to use "construction - chunk" approach to the "lian" sentences teaching, the "lian" sentences cut blocks separate the two words: one is to describe the phenomenon, the expression of the basic content of the sentence ; the other part is "lian......ye/dou......" format, the expression of "stress" of the constructional meaning. When people describe a phenomenon or the fact that when, in order to more fully express ideas or feelings, we need to highlight or contrast means, "lian......ye/dou......"format is one of the means which, by Want to highlight or contrast the content with "lian" word referred cited entering "lian......ye/dou......"format, which act as a "stress" effect. Based on the above understanding, this paper will first Chinese the“lian”sentences divided into topics, "with" words, the overall order bit "lian" sentences and disorderly place "lian" sentences three words, teaching them the idea of separation of different teaching . Teaching the topic of the first order to teach a simple bit“lian”sentences,followed by the overall sequence Professor position“lian”sentences, the last bit of disorder is more difficult to teach and then“lian”sentences. For the above three types of“lian”sentences, the teaching of different teaching methods to be used.
从服务教学出发,依据“连……也/都……”是否对“连”字句成分序位化以及序位化的成分不同,重新对“连”字句分类。考察了“连”字句的主观性,认为这种主观性是以说汉语的人们的认知为基础的,违背这种认知基础而造出的句子将是不可接受的。
本文调查分析了汉语学习者中介语语料,对所得语料偏误进行统计分析和研究,发现学习者在掌握汉语“连”字句的过程中,会出现“连……也/都……”格式、一般句法结构和语用三种类型的偏误,并对偏误原因进行了分析和解释。
在此基础上,本文尝试运用“构式-语块”教学法对“连”字句教学进行重新设计,将“连”字句切分出两部分语块:一部分是描述现象,表达句子基本内容的;另一部分是“连……也/都……”格式,表达“强调”的构式义。当人们在描述某种现象或事实的时候,为了更充分地表达个人想法或情感,便需要使用突出或对比手段,“连……也/都……”格式即是其中手段之一,通过将想要突出或对比的内容用“连”字介引进入“连……也/都……”格式,从而起到“强调”作用。基于以上认识,本文提出首先将汉语“连”字句划分为话题序位“连”字句、整体序位“连”字句和无序位“连”字句三类,在教学中对其分开区别教学,先教简单的话题序位“连”字句,次之教授整体序位“连”字句,最后再教无序位“连”字句。针对以上三类“连”字句,教学中要使用不同的教学方法。
In this paper, construction grammar theory, a new perspective on the Chinese "lian" sentences investigation, that "lian"sentences is a typical sentence constructions, the constructional meaning is "stressed"and that "stressed" by the "lian......ye/dou...... "constructions to express itself, not from the composition of the sentence (including the"lian","ye/dou", and "lian"after the words of the medium composition and cited"ye/dou"after Components) introduced and can not launch from the other existing constructions, both "lian" after the word is a noun of the subject composition or verbal, are structure type itself does not change the meaning, "lian" sentences of the "stress " Meaning in people's minds from an image map type - trying to type.
Starting from the service of teaching, according to "lian......ye/dou...... " whether "lian" ordinal composition of words and the ordinal of the composition is different from re-"lian"sentence category. The effects of "lian"sentence subjectivity, this subjectivity is said that Chinese people's knowledge-based, contrary to this knowledge base and create the sentence would be unacceptable.
On the other hand, this survey of the Chinese language learners interlanguage corpus corpus of errors from the statistical analysis and research, found that learners master the Chinese "lian" sentences in the process, there will be "lian......ye/dou...... "format, the general syntactic structure and pragmatic three types of errors, and errors are analyzed and explained the reasons.
On this basis, we try to use "construction - chunk" approach to the "lian" sentences teaching, the "lian" sentences cut blocks separate the two words: one is to describe the phenomenon, the expression of the basic content of the sentence ; the other part is "lian......ye/dou......" format, the expression of "stress" of the constructional meaning. When people describe a phenomenon or the fact that when, in order to more fully express ideas or feelings, we need to highlight or contrast means, "lian......ye/dou......"format is one of the means which, by Want to highlight or contrast the content with "lian" word referred cited entering "lian......ye/dou......"format, which act as a "stress" effect. Based on the above understanding, this paper will first Chinese the“lian”sentences divided into topics, "with" words, the overall order bit "lian" sentences and disorderly place "lian" sentences three words, teaching them the idea of separation of different teaching . Teaching the topic of the first order to teach a simple bit“lian”sentences,followed by the overall sequence Professor position“lian”sentences, the last bit of disorder is more difficult to teach and then“lian”sentences. For the above three types of“lian”sentences, the teaching of different teaching methods to be used.
引文
[1]北京语言学院.基础汉语课本[M].北京:外文出版社,1980年
[2]陈满华.关于构式的范围和类型.解放军外国语学院学报,2008(6)
[3]程相伟.汉语“连”字句的研究综述[J].洛阳师范学院学报,2008(3)
[4]蔡维天.谈“只”与“连”的形式语义.中国语文,2004(2)
[5]蔡永强.“连”字句探源[J].汉语学习,2006(3)
[6]蔡永强.“连……都/也……”结构的认知考察[D].硕士学位论文,北京语言文化大学,2002
[7]崔希亮.试论关联形式“连……也/都……”的多重语言信息[J].世界汉语教学1990(3)
[8]崔希亮.“连”字句的语用分析[J].中国语文,1993(2)
[9]崔永华.“连……也/都……”句式试析[J].语言教学与研究,1984(4)
[10]曹逢甫.再论话题和“连……都/也”结构,载赵世开译,戴浩一、薛凤生主编《功能主义和汉语语法》[M]北京:北京语言学院出版社,1987
[11]曹秀玲.再议“连……也/都……”句式[J].语文研究,2005(1)
[12]董燕萍,梁君英.走进构式语法[J].现代外语,2002(2)
[13]丁雪欢.连字句的逆反性考察[J].语文研究,1994(3)
[14]丁雪欢.连字句肯定与否定之间的互转[J].语文研究,1998(3)
[15]丁琳.留学生使用“连”字句的偏误及教学对策研究[D].硕士学文论文,吉林大学,2009
[16]杜林.汉语“连”字句[D].硕士学文论文,苏州大学,2004
[17]邓志峰.现代汉语“连”字句的多维研究[D].硕士学文论文,南京师范大学,2008
[18]弗里德里希·温格瑞尔(德国),汉斯—优格·施密特(德国).认知语言学导论[M].彭利贞等译,上海:复旦大学出版社,2009
[19]高桥弥守彦.关于“连……也/都……”格式的一些问题[J].《第二届国际汉语教学讨论会论文选》[M].北京语言学院出版社,1987年
[20]洪波.连字句续貂[J].语言教学与研究,2001(2)
[21]韩蕾.谈表比较的“连”字句[J].徐州师范大学学报,1998(1)
[22]黄诚一.谈“连”字[J].中国语文,1956(10)
[23]贾琳琳.词块理论及其对第二语言能力发展的启示[J].江汉大学学报(社会科学版),2004(1)
[24]李福印.意象图式理论[J].四川外语学院学报,2007(1)
[25]廖斯吉.试谈关联词语连……也/都……的功用[J].西北师范学院学报,1981(1)
[26]廖斯吉.再谈关联词语连……也/都……的功用[J].西北师范学院学报,1984(2)
[27]刘丹青,徐列炯.焦点与背景.话题及汉语“连”字句[J].中国语文,1998(4)
[28]刘丹青.作为典型构式句的非典型“连”字句[J].语言教学与研究,2005(4)
[29]刘丽华,李明君.意象图式理论研究的进展与前沿[J].哈尔滨工业大学学报(社会科学版),2008(4)
[30]陆俭明.“句式语法”理论与汉语研究[J].中国语文,2004(5)
[31]陆俭明.词语句法、语义的多功能性:对“构式语法”理论的解释[J].外国语,2004(2)
[32]陆俭明.构式语法理论的价值与局限[J].南京师范大学文学院学报,2008(1)
[33]陆俭明.构式与意象图式[J].北京大学学报(哲学社会科学版),2009(3)
[34]陆俭明.从构式看语块[J].首届全国语言语块教学与研究学术研讨会,北京:2009
[35]陆俭明,苏丹洁.“构式—语块”句法分析法和教学法[J].世界汉语教学,2010(4)
[36]鲁健骥.偏误分析与对外汉语教学[J].语言文字应用,1992(1)
[37]鲁健骥.外国人学汉语的语法偏误分析[J].语言教学与研究1994(1)
[38]倪宝元林士明.说“连”[J].杭州大学学报,1979(3)
[39]潘月洲.构式语法理论刍议[J].江苏广播电视大学学报2006(6)
[40]宋玉柱.“连……也……’结构的语法意义”[J].徐州师院学报,1979(3)
[41]苏丹洁.试析“构式—语块”教学法——以存现句教学实验为例[J].汉语学习,2010(2)
[42]沈家煊.语言的“主观性”和“主观化”[J].外语教学与研究》,2001(4)
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[44]王瑛.二语习得中的中介语偏误分析及其认知发生[J].西安外国语大学学报,2007(12)
[45]肖奚强.“连”字歧义句补义[J],汉语学习,1992(l)
[46]肖奚强.略论偏误分析的基本原则[J].语言文字应用,2001(2)
[47]徐春秀.谈对外汉语教学中的“连”字句[J].科技信息,2007(33)
[48]严辰松.构式语法论要[J].解放军外国语学院学报,2006(4)
[49]杨蔚.连字句的话语分析[J].华南理工大学学报(社会科学版),2001(1)
[50]杨金华.论语块的特点、性质认定及作用[J].暨南大学华文学院学报(华文教学与研究),2009(2)
[51]尹缉熙.介词“连”小议[J].汉语学习,1982(1)
[52]袁毓林.试析“连”字句的信息结构特点[J].语言科学,2006(2)
[53]袁野.意象图示研究中的问题及最新成就综述[J]..北京第二外国语学院学报(外语版),2007(8)
[54]张旺熹.连字句的序位框架及其对条件成分的映现[J].汉语学习,2005(2)
[55]周少青.试论连字句的主观性和主观化[J].东南学术,2009(4)
[56]周小兵.汉语连字句[J].中国语文,1990(1)
①刘月华.《实用现代汉语语法》(增订本)[M].北京:商务印书馆,2001:251-256
②这里我们只是引用作者原例,姑且不计较两句话中的“连”字含义是否一致,我们认为,例(1)中的“连”字有“连带,一起”的意思,而例(2)中的“连”字才是“连”字句的“连”。
③齐沪扬.《对外汉语教学语法》[M].上海:复旦大学出版社,2009:331-335
[2]陈满华.关于构式的范围和类型.解放军外国语学院学报,2008(6)
[3]程相伟.汉语“连”字句的研究综述[J].洛阳师范学院学报,2008(3)
[4]蔡维天.谈“只”与“连”的形式语义.中国语文,2004(2)
[5]蔡永强.“连”字句探源[J].汉语学习,2006(3)
[6]蔡永强.“连……都/也……”结构的认知考察[D].硕士学位论文,北京语言文化大学,2002
[7]崔希亮.试论关联形式“连……也/都……”的多重语言信息[J].世界汉语教学1990(3)
[8]崔希亮.“连”字句的语用分析[J].中国语文,1993(2)
[9]崔永华.“连……也/都……”句式试析[J].语言教学与研究,1984(4)
[10]曹逢甫.再论话题和“连……都/也”结构,载赵世开译,戴浩一、薛凤生主编《功能主义和汉语语法》[M]北京:北京语言学院出版社,1987
[11]曹秀玲.再议“连……也/都……”句式[J].语文研究,2005(1)
[12]董燕萍,梁君英.走进构式语法[J].现代外语,2002(2)
[13]丁雪欢.连字句的逆反性考察[J].语文研究,1994(3)
[14]丁雪欢.连字句肯定与否定之间的互转[J].语文研究,1998(3)
[15]丁琳.留学生使用“连”字句的偏误及教学对策研究[D].硕士学文论文,吉林大学,2009
[16]杜林.汉语“连”字句[D].硕士学文论文,苏州大学,2004
[17]邓志峰.现代汉语“连”字句的多维研究[D].硕士学文论文,南京师范大学,2008
[18]弗里德里希·温格瑞尔(德国),汉斯—优格·施密特(德国).认知语言学导论[M].彭利贞等译,上海:复旦大学出版社,2009
[19]高桥弥守彦.关于“连……也/都……”格式的一些问题[J].《第二届国际汉语教学讨论会论文选》[M].北京语言学院出版社,1987年
[20]洪波.连字句续貂[J].语言教学与研究,2001(2)
[21]韩蕾.谈表比较的“连”字句[J].徐州师范大学学报,1998(1)
[22]黄诚一.谈“连”字[J].中国语文,1956(10)
[23]贾琳琳.词块理论及其对第二语言能力发展的启示[J].江汉大学学报(社会科学版),2004(1)
[24]李福印.意象图式理论[J].四川外语学院学报,2007(1)
[25]廖斯吉.试谈关联词语连……也/都……的功用[J].西北师范学院学报,1981(1)
[26]廖斯吉.再谈关联词语连……也/都……的功用[J].西北师范学院学报,1984(2)
[27]刘丹青,徐列炯.焦点与背景.话题及汉语“连”字句[J].中国语文,1998(4)
[28]刘丹青.作为典型构式句的非典型“连”字句[J].语言教学与研究,2005(4)
[29]刘丽华,李明君.意象图式理论研究的进展与前沿[J].哈尔滨工业大学学报(社会科学版),2008(4)
[30]陆俭明.“句式语法”理论与汉语研究[J].中国语文,2004(5)
[31]陆俭明.词语句法、语义的多功能性:对“构式语法”理论的解释[J].外国语,2004(2)
[32]陆俭明.构式语法理论的价值与局限[J].南京师范大学文学院学报,2008(1)
[33]陆俭明.构式与意象图式[J].北京大学学报(哲学社会科学版),2009(3)
[34]陆俭明.从构式看语块[J].首届全国语言语块教学与研究学术研讨会,北京:2009
[35]陆俭明,苏丹洁.“构式—语块”句法分析法和教学法[J].世界汉语教学,2010(4)
[36]鲁健骥.偏误分析与对外汉语教学[J].语言文字应用,1992(1)
[37]鲁健骥.外国人学汉语的语法偏误分析[J].语言教学与研究1994(1)
[38]倪宝元林士明.说“连”[J].杭州大学学报,1979(3)
[39]潘月洲.构式语法理论刍议[J].江苏广播电视大学学报2006(6)
[40]宋玉柱.“连……也……’结构的语法意义”[J].徐州师院学报,1979(3)
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