Pedagogical Grammar Research and Classroom Teaching

Baozhang HeCollege of the Holy Cross, NECLTANCLC, Boston, MA 4/7-4/10

从“吃坏肚子”说起

［［吃坏］肚子］

［［吃］［［坏］肚子］］“why did the person eat the bad stomach?”

结果补语什么是补语？

补充说明谓语动词，在谓语动词后的连带成分，补充说明结果、程度、趋向、可能、状态、数量等等。

什么是结果补语？结果补语表示谓语动词的结果。Vaction verb+Radj. Verb or single syl. Verb

写错、做完、说清除、洗干净V 和 R 之间不能加入任何成分VR 可以带“了”和“过”，也可以带宾语同一动词，不同结果：看完、看懂、看见、看清楚不同动词，同一结果：看完、听完、卖完、吃完

汉英表示结果的形式不同

中文 英文动词＋结果补语 不同词汇项目＋时态看 看见 Look at See/saw

听 听见 Listen to

Hear/heard

找 找到 Look for Find/found

学 学会 study Learn/learned

结果补语的种类按所补充的语义指向分

补主语我听懂了老师的问题。

补动词我做完了今天的功课。

补宾语我写错一个字。

Study I

the purpose of this study is to discuss whether there is a hierarchy of acquiring Chinese VRC and what the most appropriate teaching strategies are for L2 learners through surveys on Chinese VRC and theoretical analysis.

Zhu 2013

The semantic meanings of the verbs in the structure of VRC with the subject and object in sentences are various and complex; in addition, there are often no corresponding structures in other languages such as English, so it is often difficult for students who study Chinese as a second language (L2) to acquire this structure. It is a quite challenging issue to find out how L2 learners acquire Chinese VRC and whether there is a hierarchy of acquiring the different forms of VRC. If the difficulty of acquisition of Chinese VRC can be pinpointed, it will benefit those designing appropriate textbooks and pedagogical instruction.

Survey Procedure and Result

Picture description and answer question

Translation from English to Chinese

P1. Did the student understand what the teacher said?

老师说得真好！

P2. Describe the tree

P3. Describe the classroom (are there many students?)

P4. (Suppose the people in the two pictures are the same.) What’s happened to the person?

Translation1. I have learned how to write Chinese characters.

2. I understood what the teacher said by listening.

3. [In springtime,] the trees are full of blossoms.

4. He has finished writing his homework.

5. You came early. You are exhausted (very tired).

6. You wrote one character wrong.

7. [All those people are on top of one another.] Won’t the people underneath be crushed to pieces?

8. [I ate spoiled food and] my stomach is uncomfortable.

linguists Van Valin and Lapolla have demonstrated that there is a subject selection hierarchy which corresponds to the degree of markedness.

The hierarchy of Chinese VRC pertaining to markedness

If the first argument of both Vcaus and Vres in the VRC is the subject syntactically and also the agent semantically, the form is unmarked (example is ting-dong 听懂 (understand by listening) in the survey).

If the first argument of the Vcaus is the subject and also an agent, but that of the Vres is neither the subject nor the object (its semantic meaning is a kind of description, comment and illustration to the Vcaus) in the VRC, the form is less marked (example is zuo-wan 做完 (finish-doing) in the survey).

If the first argument of the Vcaus is the subject and also an agent but its second argument is the object and patient which is the subject of Vres in the deep structure in the VRC, the form is more marked (example is zhao-cuo 找错 (give-wrong) in the survey).

If the argument of the Vcaus is the object which is an agent-like while the argument of the Vres is the subject which is not an agent in the VRC, the form is the more marked plus (example is kai-man 开满 (bloom-full) in the survey).

If a form is in a situation like c in the above but it has more arguments than others, it is the most marked form (example is chi-huai 吃坏 (eat-bad) in the survey).

The hierarchy of the difficulty in learning Chinese VRC

Most difficult: 你吃坏肚子了。

More difficult: 树上开满了花。

Mildly difficult: 你找错了钱。

Less difficult: 他做完了功课。

Least difficult: 他听懂了。

Study II

“ 唱得很高兴”与“很高兴地唱”

问题的提出

问题的所在： He sings happily. 第二语言习得的过程可以概括为给已经熟悉的意思加上一套新的符号。其主要行为就是在新符号和与已经储存于大脑中的已有语言意义相对应的符号间建立等同关系。这样，新的材料和已经存在于学习者认知结构中的概念联系起来，以促进形式 - 意义关系的构成和组织。

不同的根本 程度补语大多用来描写。描写主要用于对风景、人物形象、人物心理及人物的语言动作或物体的状态给予刻画和描摹；重视模样、状态和情景。 状语修饰谓语的作用大多是用来叙述的。叙述的作用是对事物的发生、发展和变化的经过做出交待。叙述与描写的最大不同点是由“静”变成“动”。

问句方式不同 V 得怎么样？怎么 V ？

结果的不同

程度补语也是一种结果按所补充的语义指向分

补主语他唱得很高兴。

补动词他唱得很快。

补宾语他唱得很好听。

两个结构的对比补主语 唱得很高兴 很高兴地唱补动作 唱得很快 很快地唱补结果 唱得很好听 ＊很好听地唱

汉英对比Sing happily 唱得很高兴 很高兴地唱Sing quickly 唱得很快 很快地唱Sing beautifully 唱得很好听

教学建议先教补结果“唱得很好听”这类一中一英相对应的句子，再教其他的句子。

课堂活动分描写和叙述，不同的活动不同的句型帮助学生掌握。

谢谢