現代漢語「是......的」句次結構分析與教學語法

Abstract

以往漢語語法學界對於語法規則的描述，依理論基礎的不同而分別從語義、句法、篇章、認知等層面界定，對「結構」的看法，亦從過去只重視句法結構而將視角擴大到語義、篇章、認知等方面。但由於經常將理論語法的研究成果直接應用於教學上，在未加取捨及判斷下，使得學習者成效不佳而一再產生偏誤。 本論文從討論「結構」的內涵出發，透過教學語法對語法點的界定和分類系統，歸納出以學習者為考量訴求的「語法結構」內涵及一套分析「次結構」的方法學。我們主張「一個語法點就是一個語法結構」，而「結構」應該涵蓋「功能結構」、「句法結構」、「語用結構」三方面的內容。「結構」又被分解為不同的「次結構」， 因此有「語義功能次結構」、「句法形式次結構」、「語用次結構」的分別。在鄧守信（2009）對語法點的描述原則下，我們提出「功能次結構」方面，必須包括「句法功能」、「語義功能」、「交際功能」；「形式次結構」必須包括「基式結構」、「變形結構」、「變式結構」。形式結構必須在功能結構的基礎上進行，並採取最貼近該語法點功能結構內涵的呈現方式。 在建立了次結構分析的方法學後，我們透過整合理論語法的研究成果以及實際的語料統計，替「是……的」句進行次結構分析，將「是……的」句定名為「焦點句」具備「積極的聚焦功能」，其下又分為「聚焦於已知事件的相關細節」、「聚焦於對句中命題的評價」兩個語義功能次結構。在功能次結構的基礎下建立了七個「是……的」句的基式結構，以及相應的變形結構、變式結構。 最後，通過教學語法的多項排序原則，替「是……的」句的七項基式結構進行次結構的排序，以期提供理想的「是……的」句語法規則及教學模式。With respect to the description of grammar in Mandarin Chinese, the field of Chinese linguistics defines them in terms of semantics, syntax, discourse, pragmatics and cognitive views, and the conception of “construction” is no different. However, without considering the gap between theoretical linguistics and second language teaching, it makes some problems. This thesis starts with discussions about “construction”, and tries to find a framework suitable for L2 Chinese learners under the principles of pedagogical grammar. We claim that “one grammar point should be one grammar construction”, and it must includes function, syntax and pragmatics. Each construction should have different sub-constructions. The sub-constructions for function should include “grammatical function” ”semantic function” and “communicative function”, for syntax should include “basic structure” “transformation structure” and “derived structure”. All formal structures must be based on the functional ones and use the rules which can show the functional conceptions. After establishing the framework of sub-construction analysis, we try to use it to find sub-constructions of “Shi-de” construction. We defined “Shi-de” construction as “focus construction” and it has two function sub-constructions: “focusing on details of known events” and “focusing on comments about one sentence’s proposition meaning”. We also established seven basic sub-structures and their transformation, derived structures. In accordance with the principles of pedagogical grammar, we propose the teaching sequence of “Shi-de” construction based on the result of sub-construction analysis for it, and thus hope to contribute to the future of TCSL.