| Summary: | 碩士 === 國立臺灣師範大學 === 華語文教學研究所 === 96 === With respect to Western languages there has been a long tradition of categorizing words for the purpose of grammatical description. The field of Chinese linguistics commonly follows these Western categorization conventions and tries to apply criterions such as semantics, syntax, morphology and other such conventions, when definining Chinese word classes. As a consequence of this and because of the absence of a convincing discovery procedure and the lack of inter-language corresponding relations, there is an intrinsic risk of negative transfers when teaching Chinese as a second language.
This thesis inspects various models of Parts of Speech such as the ones proposed by Jackendoff (1977), Wiezbicka (2000), Croft (1991) or Hengeveld (1992) containing different approachs to grammar theory such as Generative Grammar, Prototype Theory and Markedness Theory. This thesis adopts mainly Croft’s major parts-of-speech model and compares it to Hengeveld’s WFM principle of differentiating parts-of-speech systems with the objective of establishing the basic foundations of a proper Chinese part-of-speech system. In order to attain this goal, the thesis proposes Chinese wordhood tests and syntactic diagnostic tests, and explains in greater detail how the syntactics tests could be used to analyze Chinese peculiarities such as zero diversion and nominalization.
The traditional theoretical linguistics model usually begins with the definition of a parts-of-speech system and when this methodology is applied to teach Chinese as a second language, it is modified to various expedient classification systems according to different teaching methodologies, student levels and learning targets. Therefore, at present the utilization of grammatical categories in Chinese textbooks is still a disparate mix of models that handicaps the goal to establish a more suitable Chinese pedagogical grammar. The asymmetry of inter-language parts-of-speech systems is the main factor for negative transfers, and to reverse the situation we should aim to perfect and establish a symetric Chinese parts of speech system and the theories that sustain it, with the clear objective of reaching the high desirable positive transfer scenario.
In consideration of these facts, the thesis tackles the common errors of Chinese parts of speech aimed to L2 learners and discusses the actual status quo of parts of speech in Chinese teaching textbooks. The thesis establishes the ideal model of a Chinese parts of speech system and the necessary principles required to compile particular word classes using a strong pedagogical grammar base. The purpose of this thesis is to bring into the TCSL field an accurate Chinese parts-of-speech system in order to improve the quality and effectiveness of Chinese textbooks and Chinese language instructions.
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