【作者】 杨晓红；

【导师】 陈英；

【作者基本信息】 新疆大学 ， 汉语国际教育专业硕士（专业学位）， 2020， 硕士

【摘要】 主谓谓语句是汉语中特殊的重要句式和常用句式之一,有其特殊的表达作用,而被《新实用汉语课本》、《发展汉语》等对外汉语教材列为重要语法点之一。但是根据笔者对典型的对外汉语教材的考察,很多教材对这一语法点的讲解编排却不尽人意,例如《新实用汉语课本》只是给出示范例句和何为主谓谓语句的英文解释,从英文解释来看,只是说明了主谓谓语句的句法结构问题,未提及其语义和用法。留学生在使用主谓谓语句时为了避免出错,可用一般主谓句替换主谓谓语句,这样就忽略了主谓谓语句的主要功能,学习者很难真正掌握主谓谓语句的用法。再者,笔者考察了当前学术界探讨的主谓谓语句对外汉语教学的方法,基本都围绕着传统的教学思路“主-谓-宾”、“施-动-受”来进行教学,往往教学效果却不尽人意。本文从苏丹洁的“构式-语块”教学法的成功应用受到启发,尝试借鉴“构式-语块”教学法为主谓谓语句提供一个新的教学思路,为学习者学习主谓谓语句提供一个可能参考的新视角,为弥补传统教学法的局限提供一个可能性。本文首先阐述了基础理论“构式-语块”理论及其分析法和教学法,为主谓谓语句的“构式-语块”分析和教学案例设计提供了理论指导。其次基于现有的主谓谓语句本体研究运用归纳法确定了主谓谓语句的类型,然后运用描写法从句法、语义、语用三个方面重新分析了主谓谓语句的特征,根据每一类主谓谓语句的语义和语用功能,从构式义的角度又分成三个变式,对每一类构式进行构式语块链的分析和确定,并详细说明了各个语块链内部语块的限制要求。最终提出主谓谓语句的对外汉语教学建议,以最典型主谓谓语句为例,进行主谓谓语句“构式-语块”教学法教学思路的描述,并以领属关系类主谓谓语句为例进行了课堂案例设计。更多还原

【Abstract】 Sentences with a subject-predicate structure as predicate are both the special important sentence patterns and common sentence patterns in Chinese,which have their special expression effects.It was listed as one of the important grammar points in many textbooks which are used to teach Chinese as a foreign language such as New PRACTICAL CHINESE READER and DEVELOPMENT CHINESE.However,according to the author’s inspection about these textbooks,the explainations and arrangement of this grammatical point of these textbooks are unsatisfactory.For example,in New PRACTICAL CHINESE,it only provides example sentences and English explanations of the sentences with a subject-predicate structure as predicate.From the perspective of the English explainations,they only include the grammar structure of the sentences with a subject-predicate structure as predicate without their semantics and usages.When the sentences are actually used by foreign students,in order to avoid errors,most of them can be replaced with general subject-predicate sentences.Foreign students usually ignore the main functions of the sentences.It is difficult to really grasp the usage of the sentences.Furthermore,the author examined the current teaching methods of sentences with a subject-predicate structure as predicate,and these methods basically revolve around the traditional teaching ideas of "subject-predicate-object" and "giving-acting-receiving" to teach often with ineffective teaching results.This article is inspired by the successful application of Sultan Jie’s "construction-chunk" teaching method.The author attempts to learn from the "construction-chunk" teaching method and tries to provide a new teaching idea about the sentences with a subject-predicate structure as predicate.Simultaneously,the author provides a possible new perspective for learners to learn the sentences with a subject-predicate structure as predicate and it possibly makes up the shortcomings of traditional teaching methods.Firstly,the article describes the basic theory "construction-chunk" and its analysis method and teaching method,which provides theoretical guidance for the analysis of the "construction-chunk" of the sentences with a subject-predicate structure as predicate and its design of teaching cases.Secondly,based on the existing ontology research of the sentences with a subject-predicate structure as predicate,the author determines the types of the sentences by the induction method.Then the characteristics of the sentences are reanalyzed from three aspects of syntax,semantics,and pragmatics by the description method.According to the semantic and pragmatic functions of each type of the sentences,they are divided into three variants from the perspective of constructive meaning.And the author analyzes and determines the construction block chain of each type of construction,explaining the the restriction requirements of the internal chunk of each chunk chain.In the end,the author put forword suggestions on teaching Chinese as a foreign language with the sentences with a subject-predicate structure as predicate.The teaching idea of the "construction-chunk" teaching method of the most typical sentence with a subject-predicate structure as predicate is described,and taking the sentence with a subject-predicate structure as predicate of the affiliation relationship as an example,the class design of the classroom is carried out.更多还原