以“了”为端点构拟汉语语法的体系统模型
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柳 燕梅
提 要
本文对 “了” 的本体研究成果进行梳理总结, 首先, 把句末“了”和词尾“了”都归于体助词。两个“了”代表着事件、动作内部动态发展过程“体”中的两个端点: 发生起点(句末“了”)和完成结点(词尾“了”), 在此语法意义基础上探讨了两个“了”的句法条件和语用规则。其次, 通过对比时和体、汉语与英语时体系统的不同, 对汉语的时态提出了“已然”和“未然”两种时态隐性表达的假设。并根据汉语的不同体阶段构拟了汉语体系统的模型, 以图表方式总结汉语体系统中各个体助词的语法意义、句法条件和语用规则。然后, 基于“最近发展区”的教学理论, 提出在对外汉语教学中使用体系统的模型辅助体助词的教学, 以词尾“了”的教学举例来示范说明使用体模型的教学步骤和活动, 帮助学生对汉语语法的体系统全景有一个清晰的认识和了解。最后, 本文建议开展对“了”教学的不同尝试和实验, 探讨解决汉语语法教学中这一难点的有效方法和途径。
Abstract
This paper categorizes sentence-le and verb-le into aspectual particles. The two le represent different aspectual stages in the internal development of an event: the starting point (sentence-le) and endpoint (verb-le). Based on their grammatical meanings, this paper discusses their differences in syntactic conditions and pragmatic rules. The sentence-le is used to generally narrate the overall information about the occurrence of a single new event and does not specifically express the influence of an action on external objects in the course of the event, it does not require a specific result to appear in the sentence. The verb-le is used to narrate the progress of a single known event, especially the result of a completed action; therefore, the specific result is required in the sentence as the new information. This paper also compares tense and aspect, and their differences in Chinese and English. Unlike the limited aspect expressions in English, which depend on the three tense expressions (past, present, and future) determined by the time of speaking, Chinese focuses on the time of the event itself and the different stages of the internal development in the event. Chinese weighs aspect over tense and has more aspect expressions in grammar. According to the negators “meiyou” and “bu”, this paper proposes that there are two implicit tenses in Chinese, namely "non-future" and "future", and the grammaticalization of tenses has not been completed yet. Based on the different stages indicated by the aspectual particles: verb-guo, sentence-le, zai-verb, verb-zhe, and verb-le, a Chinese aspect model is constructed in a diagram with a summary of their grammatical meanings, syntactic conditions, and pragmatic rules. This model will provide a comprehensive reference for future research and teaching on these aspectual particles.
In light of the instructional theory “Zone of Proximal Development” (ZPD), this paper recommends applying the model to the teaching of aspect particles in order to provide students with a clear panorama view of the Chinese aspect system. It also illustrates the teaching steps and activities of using the model through the specific teaching example of verb-le. Lastly, this paper suggests that different attempts and experiments on teaching "le" should be carried out to explore effective methods and approaches to solve this difficulty in Chinese grammar teaching.
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致谢: 本文曾于2015年5月9日美国加州大学戴维斯分校举办的“第一届语言学与汉语教学国际论坛”和2020年10月4日美国新英格兰地区中文教师协会第九届年会暨中文教学国际会议上宣读过, 感谢与会者的提问和讨论。非常感谢北京大学詹卫东教授对本文写作提供的帮助！衷心感谢本刊匿名审稿人和主编彭利贞教授对本文修改提出的宝贵建议！
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Locative phrase and descriptive discourse in L2 Chinese
- Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
- A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020
- Papers in Chinese
- 以“了”为端点构拟汉语语法的体系统模型
- 漢語移動事件中「來」與「過來」之探究
- 日籍華語學習者的體標記習得偏誤
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Locative phrase and descriptive discourse in L2 Chinese
- Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
- A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020
- Papers in Chinese
- 以“了”为端点构拟汉语语法的体系统模型
- 漢語移動事件中「來」與「過來」之探究
- 日籍華語學習者的體標記習得偏誤
