摘要
目前为止的"把"字句研究,除了"提宾"和"主观处置"以外,走的基本上是语义研究的路线,先后概括、讨论过介词("把")、动词、宾语、NV之间、句式、句式群等的语义特征。本文从二语教学的实践出发,在检验这些语义特征的解释力,指出非母语学习者掌握和运用它们的困难的基础上,主张淡化语义因素,主要从结构项目和时间顺序的角度解析"把"字句,指导其教学。具体地说,就是先根据"把"字句所含有的事件结构的"项"的数量将其分为四项"把"字句、三项"把"字句、二项"把"字句,再分别揭示各类的成句和使用动因,确定与之相对应的教学方法和顺序。
This study verifies the explanations of several typical types of bǎ（把） construction and their sentential and functional agents. Based on these explanations, the nature of le（了） following the bǎ NV sentence and other constituents before or after V can be reconfirmed. It also indicates that the use of the bǎ sentence is not necessarily related to the semantic aspects of the verb,but to the result of rhythm adjustment,the starting point of a narration and sentential arrangement of eventual structure, the function of metonymy and so on. Therefore, this study suggests that the semantic aspects of the bǎ construction should be put less emphasis in teaching. Following that, it distinguishes the different types of bǎ construction according to the number of segments in the eventual structure of the phrase, and based on this, it summarizes the order in the teaching of bǎ construction and the appropriate teaching method.
出处
《世界汉语教学》
CSSCI
北大核心
2011年第3期400-411,共12页
Chinese Teaching in the World
关键词
“把”字句
事件结构
脱离韵文
叙事起点
转喻“把”字句
bǎ construction
event structure
transition from verse to prose
starting point of narration
bǎ construction as metonymy
