幾種偏誤、一個大結構：加強並列結構的教學

Diverse Errors, One Major Structure: On Strengthening the Awareness and Teaching of Parallel Structures

二十多年來「也、和、還、頓號、逗號」偏誤和教材有關注釋的研究，基本未能擺脫詞類的束縛，未意識到這些偏誤或語法專案之間的隱性共同點。本文正是試圖彌補這個缺欠，在跨詞類、詞與標點符號相結合的宏觀結構、並列結構上下功夫。在深層分析這些並列結構偏誤、教材的有關處理基礎上，提出語法注釋不能光求簡單，而要考慮它是否清楚及怎樣排序，怎樣逐漸擴展注釋內容，逐漸增加與注釋配套的練習；這樣使我們的教學更具有系統性、一致性；即讓學生知道一種意思的多種表達形式，也讓他們體會到一個大的共同結構中不同詞語和標點的不同用法。

Generally speaking, more than 20 years of「也、和、還、頓號、逗號」error and grammar annotation analysis has been limited by the parts of speech, and has not realized the underlying similarity between these errors or grammar items. This article attempts tofill in this gap by digging out the commonality across different parts of speech and punctuations. Based on deeper-level error analysis and textbook examination, the author recommends that grammar annotations must not sacrifice clarity for brevity. They should also consider the sequence of these grammar terms, how to gradually expand annotation content and add corresponding practice. As a result, we can teach more systematically and consistently, letting students know multiple ways of expressing the same thought, the subtle differences between words used in the same general structure, as well as punctuations.