| Summary: | 碩士 === 國立臺灣師範大學 === 華語文教學研究所 === 93 === Current pedagogical grammar of the Chinese disposal construction (ba) is based on Shou-hsin Teng’s theoretical framework and methodology in his A Pedagogical Grammar of Chinese (2003), which draws on 7,710 examples from a corpus of authentic material and theoretical linguistics/grammar research, and emphasizes the learner as a crucial parameter, providing an exhaustive description of the Chinese disposal construction. In my thesis, I identify three semantic functions of the Chinese disposal construction based on Teng’s theoretical framework: disposal, accidental, and causative. (The disposal semantic function comprises 94.53% of the 7,288 examples in the Academia Sinica Corpus.) Additionally, I seek to establish seven basic sub-structures of the disposal construction: ba 1) S ba OV + aspect; ba 2) S ba OV + result; ba 3) S ba OV + goal; ba 4) S ba OV + direction; ba 5) S ba OV + extent; ba 6) S ba OV + range; ba 7) S ba OV + reduplication.
Drawing on Teng’s principles regarding multiple sequences and the assessment of the difficulty grammar of points, I posit eight principles for assessing the difficulty of seven disposal construction sub-structures, and order such sub-structures according to their level of difficulty; in so doing, I assess the sequencing, pedagogical stages, and grading of the sub-structures, and create a model for disposal construction pedagogy which includes a series of computer-based, task-oriented scenarios. I believe my thesis can help bridge the gap between the fields of pedagogical grammar and pedagogy, and provide a discursive platform on which relevant issues can be further examined. Hopefully, my research and the potential discursive platform arising from it will lend themselves to discrediting the common belief that disposal construction pedagogy is best formulated according to an educator’s personal experiences. This thesis thereby situates the pedagogy of the disposal construction firmly in the realm of empirical science. Additionally, I seek to help educators to develop their pedagogical methodology according to my sequence of the disposal construction, and to systematically improve their teaching methods. In so doing, educators will enable second language learners not only to fully grasp the disposal construction and other related grammar points, but also to grasp the entirety of the Chinese grammar system. Thus they will ultimately allow learners to actively engage speakers of the target language in an appropriate, effective manner.
|
|---|
