現代漢語與德語分裂句的信息結構與教學應用

Abstract

漢語的信息結構（information structure）主要研究的是漢語的基式結構（basic structure）因交際的需要而改變其句法、語義而產生的變式結構（derived structure）。對以漢語為目標語的學習者來說，當無法以基式結構的句法或語義來說明時，往往會造成學習上的困難，因此解釋變式結構表達信息的句式和功能就成了教學上的一大重點。漢語分裂句（cleft sentence）是漢語表達焦點的信息結構，以往的研究最早是由Teng（1979）提出的，接著湯廷池（1981）等語言學家也對分裂句作出了後續的研究，然而對於“是”與“的”的詞性和功能，在很多研究中各有不同的看法。 本論文以Teng（1979）提出的漢語分裂句的研究為基礎，對“是”的詞性進行了論證。鄧提出“是”為焦點標記，其功能是標記句中的焦點成分，並輔以方梅（1995）對焦點標記的定義而找出“是”為焦點標記而非動詞的論點。關於“的”則由表“過去時制的確定語氣”，以信息結構的角度論述為“預設”的標記，並與德語分裂句作弱式的對比分析，找出與德語分裂句的相對應形式，以期對以德語為母語的學習者有所助益。 在教學語法方面，本論文針對以德語為母語的學習者編寫漢語分裂句的語法點描述與內容，並以顯性與隱性教學法相互配合設計教學步驟。在此部分，首先定出漢語分裂句的困難等級以及跨語言距離加以排序，接著再對現今華語教材加以檢視其對漢語分裂句在編寫上的不足之處提出建議。Chinese information structure is a derived structure, extended from basic structure by modifying syntax and semantics for purposes of communications. As information structures are very often understood as basic structures, learners frequently struggle with such sentences. Therefore, explaining the syntax and function of derived structures is a major pedagogical issue in Chinese as a second language.

The cleft sentence structure in Chinese indicates informational focus within a sentence. Teng was the first to study Chinese cleft sentences in 1979; Tang (1981) and other linguists have continued this research. However, all of them have different opinions about the function and the syntactic category of "是" (shi) and "的" (de) within these sentences. This thesis uses Teng's (1997) theory of cleft sentence structures to demonstrate that "是"(shi) acts not as a verb, but as a focus marker, using Fang's (1995) definition of focus markers. While others consider "的" (de) to be a "past tense affirmative particle", from the standpoint of information structure, it acts as a "presupposition" marker. Furthermore, this work uses the weak formulation of the Contrastive Analysis Hypothesis to investigate the differences between Chinese and German cleft sentences in order to assist native German speakers in their pursuit of the Chinese language.

This dissertation provides a pedagogical grammar for describing the grammar points and content of cleft sentences to native speakers of German, using both overt and covert instruction where appropriate to design a teaching sequence. This section first defines the difficulty levels and cross-languages distances of Chinese cleft sentences to establish the teaching sequence. Current Chinese teaching materials are examined and deficiencies in teaching cleft sentences are addressed to appropriate suggestions.