Chinese as a Second Language Research最新文献_第6页

L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach 建构主义视角下的普通话“贝”被动语二语习得

Chinese as a Second Language Research Pub Date : 2020-10-01 DOI: 10.1515/caslar-2020-0007

Chen Chen, Feng-hsi Liu

{"title":"L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach","authors":"Chen Chen, Feng-hsi Liu","doi":"10.1515/caslar-2020-0007","DOIUrl":"https://doi.org/10.1515/caslar-2020-0007","url":null,"abstract":"Abstract A major claim in the constructionist approach to language acquisition is that grammar is learned by pairings of form and function. In this study we test this claim by examining how L2 learners of Mandarin Chinese acquire the bei passive construction, a construction that is associated with the meaning of adversity. Our goal is to find out whether L2 learners make the association between the passive and adversity. Participants performed a sentence choice task under four conditions: an adversative context with an adversative verb, an adversative context with a neutral verb, a neutral context with a neutral verb and a positive context with a neutral verb. In each context participants were asked to select either the bei passive construction or its active counterpart. We found that high-level learners consistently chose the bei passive significantly more in adversative contexts than in non-adversative contexts regardless of the connotations of the verbs, while low-level learners made the distinction half of the time. In addition, while low-level learners did not yet associate adversity with the form of the construction, high-level learners did. We conclude that L2 learners do learn the bei passive construction as a form-meaning pair. The constructionist approach is supported. 摘要构式语法理论认为, 语法的形式与意义是一同习得的。在此理论基础上, 本研究考察了汉语二语学习者“被”字构式的习得情况。“被”字构式常带有不幸、消极的意义, 那么学习者能否习得这种形式-意义的配对体呢?为了解决这一问题, 我们设计并安排了句子选择的任务。被试需在四种情况下根据情境选择 “被” 字句或其相应的主动语态。这四种情况分别为: 消极意义语境匹配消极意义动词, 消极意义语境匹配中性意义动词, 中性意义语境匹配中性意义动词, 以及积极意义语境匹配中性意义动词。我们发现无论动词属何种语义, 高水平学习者在消极语境中的 “被” 字句使用均显著高于非消极语境; 低水平学习者在一半的情况下也更多地使用了“被”字句。与高水平学习者相比, 低水平学习者尚未将 “被”字句的消极意义与其形式联系起来。基于以上, 我们认为二语学习者在学习汉语“被”字句是以形式和意义的配对体习得的。该研究证实了构式语法的习得理论。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"169 - 198"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Frontmatter

Chinese as a Second Language Research Pub Date : 2020-10-01 DOI: 10.1515/caslar-2020-frontmatter2

引用次数: 0

Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language 对比语言学方法是淡化汉语超难语言刻板印象的关键

Chinese as a Second Language Research Pub Date : 2020-10-01 DOI: 10.1515/caslar-2020-0012

马跃 (Ma Yue)

{"title":"Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language","authors":"马跃 (Ma Yue)","doi":"10.1515/caslar-2020-0012","DOIUrl":"https://doi.org/10.1515/caslar-2020-0012","url":null,"abstract":"提要汉语难学的说法对于汉语作为外语的初学者负面影响是显而易见的。对于非汉字文化圈的汉语学习者来说，对汉字望而生畏的现象尤为普遍。汉字，特别是汉字字形和非字母线索的发音规律，通常给人汉语难学的第一印象。因此，他们初学汉语时往往希冀通过汉语拼音替代汉字，以此来绕过汉字这一汉语学习的“重大障碍”。有些汉语教师也有意无意地顺应汉语初学者的要求，在教学过程中采用汉语拼音替代汉字以化解学生汉语难学的心理。然而，这种忽略汉字对汉语学习重要作用的学习与教学方法事实上具有很强的误导作用，由于汉语存在大量的同音字，这种回避策略常常会给畏惧汉语的学习心理带来雪上加霜的负担。只有还原汉字在汉语学习中的本来面目才有可能有效促进汉语学习，降低学生汉语难学的心理障碍。对于成人汉语学习者来说，通过对汉语和其母语（以英语为例）两种语言的文字特征进行比较分析，采用汉字领先的教学方式，还原汉语拼音与英语音标等同的辅助作用，帮助学生采用灵活的方法摸索汉字意义与发音规律，用母语的语言知识来认识、理解和解构汉语，用自己熟悉的方式观察和学习汉语，从而减少汉语难学的心理障碍。在教学实践中我们发现，采用这种积极直面汉字的初学汉语方法能够帮助学生较快接受汉字，观察还发现：较快接受汉字而且较多使用汉字的初学者的进步幅度明显高于过多依赖拼音的学习汉语者。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"313 - 336"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Topic and subject in Chinese and in the languages of Europe: Comparative remarks and implications for Chinese as a second/foreign language teaching 中国与欧洲语言的主题与主题:对汉语作为第二语言/外语教学的比较评论与启示

Chinese as a Second Language Research Pub Date : 2020-04-25 DOI: 10.1515/caslar-2020-0002

Anna Morbiato, G. Arcodia, Bianca Basciano

{"title":"Topic and subject in Chinese and in the languages of Europe: Comparative remarks and implications for Chinese as a second/foreign language teaching","authors":"Anna Morbiato, G. Arcodia, Bianca Basciano","doi":"10.1515/caslar-2020-0002","DOIUrl":"https://doi.org/10.1515/caslar-2020-0002","url":null,"abstract":"Abstract Grammatical notions like that of ‘subject’ are widely used in second language teaching. However, while the grammatical subject is generally regarded as easily identifiable in the Indo-European languages of Europe, as e.g. English, French or Italian, and is a key element in determining word order, the application of this notion to Chinese has given rise to endless controversies. On the other hand, pragmatic-discourse considerations such as topichood, world knowledge, and context, and semantic notions such as agency, causation, and the roles of participants in the described event, appear to be more significant in Chinese as factors determining word order and interpretation of utterances. In this paper, we first provide an overview of the main differences concerning subjecthood, topichood and word order in English, Italian and Chinese, highlighting their impact on learner varieties of Chinese. We then summarise the state-of-the-art of research on subject and topic, with a focus on Chinese. Lastly, we discuss the implications of these theoretical issues for Chinese as a Second/Foreign Language teaching: to this end, we propose a critical overview of how the issue of topichood and subjecthood are treated in a sample of recent English-language, Italian-language and Chinese-language coursebooks and reference materials, and propose some recommendations for instructors.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"31 - 66"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48745310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Coarticulation effects of contour tones in second language Chinese 第二语言汉语轮廓音的协同发音效应

Chinese as a Second Language Research Pub Date : 2020-04-25 DOI: 10.1515/caslar-2020-0001

Hang Zhang, Yirui Xie

引用次数: 3

How do cross-linguistic similarities and differences affect the mapping of spatial relationships, containment, and support in L2? 跨语言的相似性和差异性如何影响第二语言中空间关系、包容和支持的映射?

Chinese as a Second Language Research Pub Date : 2020-04-25 DOI: 10.1515/caslar-2020-0003

Hui-Ju Chuang

引用次数: 0

普通话语气词功能系统新论普通话语气词功能系统新论

Chinese as a Second Language Research Pub Date : 2020-04-25 DOI: 10.1515/caslar-2020-0004

王珏

{"title":"普通话语气词功能系统新论","authors":"王珏","doi":"10.1515/caslar-2020-0004","DOIUrl":"https://doi.org/10.1515/caslar-2020-0004","url":null,"abstract":"提要本文在已有研究的基础上提出一个普通话语气词的新系统，包括两大部分。第一部分，首先，依据附着对象、迭用顺序、有无、异同和多寡是否影响句子的合语法性和命题这 3 个标准，将语气词聚合系统暂定为 29 个成员。而后，依据附着对象、强制性共现成分、迭用自由度、功能和语法化来源等，将语气词划分为两类 3 个功能子系统。其中述题语气词 26 个，话题语气词 9 个，准话语语气词 6 个。第二部分，分别讨论两类 3 个语气词功能子系统。（一）述题语气词能 2/3 个右向迭用并构成 116 个迭用式，能和句调或疑问标记以不同频次同层或跨层共现关系而构成述题的语气结构——句调/疑问标记语气 (mood)n=1+语气词口气 (tone)n=0≥3，其中句调（或疑问标记）表示语气，述题语气词分别以 4 种基本语气为上位范畴并表示其下位口气，共构成 75 式语气结构，表示 75 种 “语气+口气” 综合值。在这 75 式语气结构里，述题语气词和上位语气之间功能绝对一致的原型语气结构、基本一致的准原型语气结构和不一致的边缘语气结构。据此推论出，不定语气以是非问为上位范畴，建议语气词以祈使为上位范畴，肯定语气词以陈述为上位范畴，惊讶语气词以感叹为上位范畴。进而据此将语气词的功能模式假设为 “±肯定/惊讶及其程度±风格/确信/态度” 。其中，肯定语气词表肯定而有程度、风格差异，惊讶语气词表惊讶而有程度、风格不同，不定语气词表确信而程度、态度有别，建议语气词表态度而有直接、委婉之分。而且，在原型语气结构里，述题语气词分别表示各自的典型口气；在边缘语气结构里，肯定、惊讶语气词有时与非陈述或非感叹语气一起浮现出特定语用效应。（二）话题语气词的功能模式为 “标记/强化话题+标记话题信息类型+交互主观性” 。前者是无标记功能，后两者是有标记功能，从而造成了话题语气词的使用倾向性，有的主要附着现实话题，有的只附着非现实话题。（三）准话语语气词，在句法上附着话题或述题里的列举成分、反复成分，将它们重组为例举语块、描摹语块和呼语语块，然后单独或与话题前标、列举助词一起作话题、述题或其中的句法成分及其成分；语义上，例举语块转指同类所有成员，描摹短语表示长时反复，呼语语块带有情感色彩；韵律上，将松散无序、长短不一、类型各异、多寡不等的成分临时整合为更大语块，以控制在线句子的模块数量。此外， “啊” 还能明示逻辑背景或焦点并具有衬音作用， “来” 能衔接音节组。据此，它们的功能模式可简示为 “句法功能+语义功能+韵律功能±逻辑功能±音乐功能” 。总之，在语气词的新功能系统中，每个语气词都各居其位，各司其职，井然有序。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"117 - 89"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48884389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

汉语语态系统的线性模型及全景式语法教学模式构想汉语语态系统的线性模型及全景式语法教学模式构想

Chinese as a Second Language Research Pub Date : 2020-04-25 DOI: 10.1515/caslar-2020-0005

柳燕梅

{"title":"汉语语态系统的线性模型及全景式语法教学模式构想","authors":"柳燕梅","doi":"10.1515/caslar-2020-0005","DOIUrl":"https://doi.org/10.1515/caslar-2020-0005","url":null,"abstract":"提要本文根据汉语学习者对把字句和被动句的习得现象，检视语态句式在对外汉语教学中的问题，以本体研究成果为基础对语态句式进行梳理和总结。首先，通过与以主动宾为顺序的普通句对比，得出了把字句的语法意义、句法条件和语用规则。语义上，把字句是有标记的强式主动句，完整叙述了施事对受事从起点经动作到结点强式改变的动态过程，是对整个动态过程的语言模拟。句法上，把字句的动词要有改变转换功能的词汇意义，受事改变前后的起点和结点必须同现于动词前后，动词和补语部分必须满足受事改变后的完结状态。语用上，说话人可以根据语态意义的表达程度、语体风格、语用功能以及表达焦点来选择把字句或普通句。其次，本文提出汉语的语态范畴系统是一个在语法意义、句法形式和语用选择上都对称的线性模型：强式主动←一般主动↔一般被动→强式被动，并用图表对模型解释说明。这个模型认为，汉语的主动和被动语态各有两种句式表达了不同程度的语态意义，强式或一般；语态意义的强弱由相应的句法标记来表达。四种句式在句法结构和语态意义上具有对应相关性，在语用选择上具有互补关联性。最后，本文提出在对外汉语教学中采用“全景式”的教学模式，即教授一个语法点时，通过简要介绍完整的范畴系统来提供个体语法点的背景信息，帮助学习者更清楚地认识和理解这个语法点。并建议教学语法应以微观的本体研究成果为基础，多开展宏观研究，整理和归纳各语法范畴的系统。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"119 - 141"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

文化關聯與中文學習興趣文化关联与中文学习兴趣

Chinese as a Second Language Research Pub Date : 2020-04-25 DOI: 10.1515/caslar-2020-0006

文仕俊

引用次数: 0

Frontmatter Frontmatter

Chinese as a Second Language Research Pub Date : 2020-04-24 DOI: 10.1515/caslar-2020-frontmatter1

引用次数: 0