【作者】 徐佳；

【导师】 徐正考；

【作者基本信息】 吉林大学 ， 汉语国际教育， 2013， 硕士

【摘要】 随着我国经济水平和综合国力的迅猛提升，汉语在世界范围内得到了广泛的传播。这一方面推进了对外汉语教学的研究和发展，推进了理论和实践的进步，但在进步的同时我们也看到许多新问题的产生。语法教学在二语教学中一直占有重要的地位，如何取得更好的语法教学效果方法是值得深入探索的课题。“把”字句是汉语中使用和出现频率很高的一种句式，同时也是汉语中独有的句式，长期以来受到汉语语言学家的关注，在本体研究方面取得了丰硕的成果；近年来，受对外汉语研究发展的影响，针对对外汉语中“把”字句的教学研究也日趋增长。学者们从多角度、多层次来探讨这一特殊句式的教学方法，但结果始终不尽如人意，我们也发现长期以来“把”字句教学实践和研究都偏重于形式描写，而忽略了它的语义和语用功能。因此，我们需要依靠相关理论探索出一种新的对外汉语“把”字句的教学方法，以实现教学中形式、语义和语用的有机结合，实现教学目标。构式语法是在针对Chomsky形式语言学理论的批判和反思基础上诞生出来的，构式语法脱胎于认知语法，更加贴近人们的认知共性，是一种基于使用的语法。它十分重视句法、语义和语用的紧密联系，它认为构式是语言的基本单位，语言项目都是具有自身独特形式、意义和功能的综合体，是无法从其他形式和意义所推导出来的。作为一种新兴的语法，构式语法以其强大的解释力和应用价值获得各国学者的广泛关注，近年来也开始引起汉语学界的重视。大多数研究或集中于对构式语法的介绍和评述，或试图将这种理论运用到有关汉语问题的解释中，学者们的这些尝试给予本文很大的启示。目前将构式语法用于对外汉语教学的研究尚属少数，大有深入探索的空间和需要。针对“把”字句这一传统对外汉语教学难题，构式语法是否可以为我们提供一个崭新的视角？本选题就尝试从此角度出发，从“把”字构式存在的合理性论证，分析传统对外汉语初级阶段“把”字句教学中在句法、语义、语用方面存在的弊病，进而探讨构式语法在初级阶段“把”字句教学中的具体运用。力图改进“把”字句的教学成效，让外国学生不仅掌握这一句式的形式，同时把握它的语义及语用功能，从而学会正确使用“把”字句。更多还原

【Abstract】 With the rapid increase of China’s level of economic development and the overallnational strength, Chinese has been widely spread in the world. This has promoted theteaching research and development of Chinese on one hand,Advanced the progress of theoryand practice,but at the same time we have also seen the emergence of many newissues.Grammar teaching has always play an important role in second language teaching.How can we get better grammar teaching methods is worth thinking and exploring.The“BA”sentence is a Unique sentence in Chinese,and Occurrence frequency is high.It has beenconcerned by the linguistics field for a long time,and and have made great achievements inontology research.In recent years,Influenced by the research and development of teachingChinese as a Second Language, Studies on Teaching “BA”sentence in Chinese as a SecondLanguage is also increasing. Scholars investigate the teaching method of this particularsentence from multiple angles,but the result leave much to be desired.We also found, thepractice and research of “BA”sentence teaching has biased towards formal descriptions for along time,Regardless of its semantic and pragmatic function, Therefore, we need to rely onone kind of theory to explore a new type of teaching method of “BA”sentence in teachingChinese as a Second Language,to achieve the integration of the forms, semantics, andPragmatics.The Construction Grammar is formed on the basis of critical reflection on Chomsky’sformal linguistics.It was a kind of usage-based grammar,which born out of CognitiveGrammar, more adapted to the cognitive universals.It attached great importance to theClose connection among syntactic, semantic and pragmatic.The Construction Grammarbelieves that the construction is the basic unit of language and cannot is derived from otherforms and meanings.As a new grammar, The Construction Grammar arousing extensive concerns for its strong explanation power and great application value, in recent years alsobegin to attract Chinese academic attention.Some are focus on the introduction and reviewof construction grammar,some are apply this grammar to the explanation of Chinese,thisattempt give us some enlightenment.Currently Construction grammar for teaching Chinese as a second language study is stilla small number,Require in-depth exploration.“BA”sentence is a traditional hard problem,CanConstruction Grammar provide us with a new perspective? My topic attempts studying fromthis perspective, analyzing the rationality about the existence of the “BA” Construction andshortcomings in the teaching of syntactic, semantic and pragmatic about “BA”sentenceduring the Primary Stage of Teaching Chinese as a second language，And then investigate theapplication of Construction Grammar in the Teaching practice of “BA”sentence. our aim is toimprove the effectiveness of teaching. not only enables the students to learn the syntax of“BA”sentence,but also grasp its semantic and pragmatic function,thereby learn how tocorrectly use “BA”sentence sentence更多还原