現代漢語副詞「也」的教學語法研究

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Title:	現代漢語副詞「也」的教學語法研究 A Study on Teaching Grammar of Adverb ‘Ye’ in Chinese
Authors:	江美玲
Contributors:	華語文教學碩士學位學程
Keywords:	句法語義語用教學語法 syntax semantics pragmatics pedagogical grammar
Date:	2017
Issue Date:	2017-10-11 13:48:26 (UTC+8)
Abstract:	本研究旨在探究現代漢語副詞「也」的教學語法。對於副詞「也」的研究，學者們不是從語言學角度出發，就是從教學者的視野觀察。本研究期能站在學習者立場，提出教材編輯者與教學者所關切的「也」的教學語法和排序。首先，本研究從句法、語義和語用三個平面出發，在文獻探討中歸納出副詞「也」的句法功能及分布。其次，從歷時的角度探究副詞「也」的來源與演變，進而了解其共時語義與核心語義；在演變中，副詞「也」因語法化而使語義在核心語義「類同」之上，蘊含了高度主觀化的「委婉語氣」。為方便教學排序，本研究將「也」的義項分為四類：「也A表類同」、「也B表示結論相同」、「也C用於『連』字句或隱含『連』的句子」和「也D用於表示說話人對事物的看法或句子」。在此四大類之下，再細分為十六小類。本研究以此十六小類分析目前台灣最常用的教材：新版《實用視聽華語》第一冊至第五冊與《當代中文課程》第一冊至第四冊的「也」的使用頻率及排序。此外，本研究分析台灣「TOCFL學習者語料庫」的偏誤現象，並結合「也」在「中央研究院現代漢語平衡語料庫」出現頻率的排序。經過分析、彙整與統計後，本研究提出副詞「也」的教學順序與建議：一、在編寫教材方面，本研究發現新版《實用視聽華語》與《當代中文課程》並無「也D」義項的教學，因此建議從中級教材開始應逐漸加入不同義項的「也A」「也B」「也C」，在高級階段則應加入更多「也D」的情境語用教學。二、在教學設計方面，初級先從句本位入手，可多強調「也」在句中出現的位置；中級可針對不同義項的「也」設計不同情境；高級則宜採用篇章教學，讓學習者有意識地學習與運用高度主觀化的「也D」。 This research aims to investigate the pedagogical grammar of modern Mandarin Chinese adverb ‘ye’. It adopts a learner-oriented approach to propose a pedagogical grammar and teaching sequencing of ‘ye’, which have been a major concern of textbook editors and instructors. The research first looks at the syntactic, semantic, and pragmatic aspects of ‘ye,’ reviewing its syntactic function and distribution. Then it looks at its origin and evolution from a diachronic perspective to derive an understanding of its synchronic meanings and core meanings. It is found that, in the process of evolution, a highly subjective “euphemistic” tone is added to the core meaning that denotes “analogy” because of grammaticalization. To meet the pedagogical purpose the semantic items of ‘ye’ are divided into four categories: ‘yea’ denoting ‘analogy’, ‘yeb’ denoting ‘agreement on conclusion’, ‘yec’ used in ‘lien’ sentences or those implying the same meaning, and ‘yed’ denoting the speaker’s attitudes toward or evaluation of the event expressed by the sentence. These four categories are further divided into sixteen subsets, based on which two of Taiwan’s most popular Chinese teaching materials, Practical Audio-Visual Chinese, 2nd Edition (Vol.1-5) and A Course in Contemporary Chinese (Vol. 1-4), are analyzed in terms of the frequency and teaching sequencing of ‘ye’. In addition, this research also examines erroneous sentences identified in the TOCFL Learner Corpus and the frequency of ‘ye’ listed in the Academia Sinica Balanced Corpus of Modern Chinese. Through comprehensive analysis, compilation, and statistics of the data, a new pedagogy is proposed, featuring some suggestions on the compilation of teaching materials and the designing of teaching activities. Firstly, given the absence of ‘yed’ in both Practical Audio-Visual Chinese, 2nd Edition and A Course in Contemporary Chinese, it is suggested that ‘yea’, ‘yeb’, and ‘yec’ be gradually incorporated into the intermediate-level curriculum, while more context-and pragmatics-based instruction of ‘yed’ be added to the advanced level. Secondly, the instruction at the beginner's level is suggested to begin with the sentence-based grammar emphasizing the syntactic distributions of ’ ye,’ while at the intermediate level different contexts for various semantic items should be incorporated. For the advanced level, a discourse-oriented mode of instruction is suggested to let learners acquire the meaning and usage of ‘yed’, which denotes a highly subjective euphemistic tone.
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