{"title":"完成体和经历体 “过” 之语法教学：以美国常见的三套教材为例","authors":"Shu-ling Wu, 马 玉汴","doi":"10.1515/CASLAR-2018-0007","DOIUrl":null,"url":null,"abstract":"摘要 完成体和经历体 “过” 是汉语语法里用来表示事件内部时间结构的重要工具，两者在语法结构和功能上有许多差异。然而当前的主流教材在初级和中级课本的编写上，多半只着重教授经历体 “过” 的用法，忽视完成体 “过” 的介绍，造成课堂语法教学无法反映语言现实的情况。本文针对两种 “过” 的教学进行了一系列研究，首先讨论两种 “过” 的区别，再综述教学语法的基本原则以及体貌标记的习得研究，然后具体分析三套在美国广受欢迎的汉语教材在教学次序、语法解释及练习活动上对两种 “过” 的处理，最后以样例示范形式提出针对 “过” 的对教材编写及教学活动的建议。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"171 - 193"},"PeriodicalIF":0.0000,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0007","citationCount":"1","resultStr":"{\"title\":\"完成体和经历体 “过” 之语法教学：以美国常见的三套教材为例\",\"authors\":\"Shu-ling Wu, 马 玉汴\",\"doi\":\"10.1515/CASLAR-2018-0007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"摘要 完成体和经历体 “过” 是汉语语法里用来表示事件内部时间结构的重要工具，两者在语法结构和功能上有许多差异。然而当前的主流教材在初级和中级课本的编写上，多半只着重教授经历体 “过” 的用法，忽视完成体 “过” 的介绍，造成课堂语法教学无法反映语言现实的情况。本文针对两种 “过” 的教学进行了一系列研究，首先讨论两种 “过” 的区别，再综述教学语法的基本原则以及体貌标记的习得研究，然后具体分析三套在美国广受欢迎的汉语教材在教学次序、语法解释及练习活动上对两种 “过” 的处理，最后以样例示范形式提出针对 “过” 的对教材编写及教学活动的建议。\",\"PeriodicalId\":37654,\"journal\":{\"name\":\"Chinese as a Second Language Research\",\"volume\":\"7 1\",\"pages\":\"171 - 193\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0007\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chinese as a Second Language Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/CASLAR-2018-0007\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese as a Second Language Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/CASLAR-2018-0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
期刊介绍：
Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English. We are especially interested in publishing articles and research papers that investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies, explore the implications of CSL research for theoretical developments and practical applications, focus on the acquisition and use of varieties of CSL, study the nature of interaction between native speakers and non-native speakers of Chinese, address major issues of second language acquisition from the perspective of CSL, analyze the ways in which language is both shaped by culture and is the medium through which culture is created.
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