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The Semantic Classification of Compound Sentences in Modern Chinese and the Pedagogical Application of Correlative Connectors---Using Er as an Illustrative Example
|Abstract:||「而」在對外漢語教學上一直是個難點，但現行教材對於「而」之說明都未能滿足教學者與學習者之需求。為了根本解決關聯詞語之使用問題，需先從複句語義關係著手。因此本研究從漢語複句連接之語義關係出發，進而探討現代漢語連詞「而」所連接之語義。本文首先主要參考Halliday(1994)之複句分類，將現代漢語複句連接語義分為五類：添加(additive)、擇一(alternative)、轉折(adversative)、因果條件(causal-conditional)、時間先後(temporal)。接著以此為本，探討現代漢語中關聯詞語「而」所能連接之語義，包含添加(additive)、轉折(adversative)以及因果(causal)，若從篇章層面來看，「而」之功能為對比標記(contrastive)以及話題轉換點(topic shift point)。最後，根據鄧守信(1998-2003)等之教學語法總則，提出現代漢語「而」之教學建議。|
The conjunctive device er has always posed problems in Chinese language teaching. Past studies, however, fail to provide adequate explanations of er for teachers and learners. As a result, students still commit errors even when following textbook instructions. To better understand the semantic meaning of conjunctive devices and the elements they connect, this research begins by identifying the semantic relationships of compound sentences and their conjunctive devices, then the semantic meaning of conjunctive er. Based on the types of compound sentences as described by Halliday (1994), this paper separates the types of compound sentences in Mandarin Chinese into five categories: additive, alternative, adversative, causal-conditional, and temporal. Also, this study finds that er has two discourse functions, whichare contrastive marker and topic shift point. Finally, the completed framework of pedagogical grammar outlined by Teng (1998-2003) is adopted to provide a more effective pedagogical grammar for er. It is hoped that this paper can raise the effectiveness of the teaching and learning of er as well as other connective devices.
|Appears in Collections:||學位論文|
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