從基於用法的理論，探討中高級華語教學語法點

A Study of Pedagogical Grammar Points for Advanced L2 Chinese Learners: A Usage-based Approach

前人對於漢語教學語法點的探討不少，但多著重在初級或基礎語法點的描述，大致都同意基礎的語法點就是100多條，對於中高級語法點的討論則不多。本研究以基於用法(usage-based)的觀點來探討教學語法點的選取問題，如果將初級語法點視為漢語核心語法的展現，那麼中、高級的語法點選取應該就是為了彌補核心語法的缺漏，使之成為完整語法描述的重要一環。這個研究以「好的語法點能大面積地增加語言的覆蓋率」為主要原則，利用語料庫語言學的方法來檢驗中高級教材中的語法點，試圖找出科學的驗證方法。本研究具體檢視了中高級近300個語法點，以百萬詞出現1次的標準頻次為門檻，針對門檻值不到1的語法點，透過搭配詞分析或放寬檢索條件，來修改語法點形式的表達以達到門檻值，或是刪除原語法點；經過這些步驟，留下的語法點百分之九十以上都可以達到門檻值，顯見這個設定的可行性。至於沒達到門檻值卻仍保留的語法點，也訂定了兩個原則：1.該語法形式有獨特的語義或語用功能，很難從表面各成分的組合得出語義或功能，如，「還不就是……」；2.考量不同語體的需求，例如，使用「小自……大至」、「優先於」、「有賴」、「之所以……就在於」等文言語彙有精鍊語言或提高語言莊雅度的效果，仍值得二語學習者學習。

There are many studies about Chinese pedagogical grammar points, most of which agree on the 100 or more basic grammar points commonly included in elementary textbooks. However, few studies have discussed grammar points at the intermediate to advanced levels. This study explores selection of Chinese pedagogical grammar points for advanced learners from a usage-based approach. We propose that the essential grammar points are manifestations of Chinese core grammar. The advanced grammar level should fill deficiencies in the core grammar, making it an important part of the complete grammar description. Therefore, this research takes as the main principle that“good grammar points can account for a wide range of language use”and uses the method of corpus linguistics to explore the grammar points covered in advanced textbooks. We examined nearly 300 grammar points in the first step, using the standard frequency of one occurrence in one million words as the threshold. For those less than the threshold value of 1, we either modified the expression of grammatical point forms through collocation analysis to exceed the threshold value or deleted the points. After this process, more than 90% of the grammatical points reached the threshold. Two principles were used to retain points not passing the threshold: (1) Grammatical forms with unique semantic or pragmatic functions that make it challenging to derive semantic functions from combining the surface components, such as“hái bújiùshì…(It is simply the case that...).”(2) Classical Chinese expressions that would allow the user to refine, sharpen, or improve the elegance of the language, such as“xiǎo zì…dàzhì(ranging from…to…)”,“yōuxiān yú(take precedence over…),”“yǒu lài (depending on…),”“zhīsuǒyǐ…jiùzàiyú(the main reason why…is that)”and so on.