世界汉语教学
世界漢語教學
세계한어교학
Chinese Teaching in the World
2013年
4期
558~573
,共null页
准价动词（准二价动词、 准三价动词） 习得机制 框式配位 框式意识 界面特征
準價動詞（準二價動詞、 準三價動詞） 習得機製 框式配位 框式意識 界麵特徵
준개동사（준이개동사、 준삼개동사） 습득궤제 광식배위 광식의식 계면특정
quasi-valence verbs （quasi-divalent verbs and quasi-trivalent verbs）, built-inmechanism, schematic arrangement, schematic consciousness, interface feature
本文讨论汉语作为第二语言的学习者习得汉语准价动词（包括准二价动词和准三价动词）这类特殊动词的基本情况及其内在规律。文章详细描写了“HSK动态作文语料库”中准价动词的正确输出情况和误用表现，发现准价动词特殊的框式配位（即介词与准价动词共现的配位，如NPI＋prepNP2＋V）是这类动词习得的关键和难点。在此基础上，文章从框式意识的建构、非常规形义关系、特殊界面特征三个角度探讨了准价动词习得的内在机制。考察发现，准价动词所蕴涵的语义一句法、词项一构式多重互动的界面特征使习得者框式意识的建构过程呈现出层级性、阶段性特点，这一特点决定了准价动词的习得具有偏误来源多、习得难度大、习得周期长的特点。文章最后借此对构式意识构建过程分析的方法论原则做了进一步的说明。
本文討論漢語作為第二語言的學習者習得漢語準價動詞（包括準二價動詞和準三價動詞）這類特殊動詞的基本情況及其內在規律。文章詳細描寫瞭“HSK動態作文語料庫”中準價動詞的正確輸齣情況和誤用錶現，髮現準價動詞特殊的框式配位（即介詞與準價動詞共現的配位，如NPI＋prepNP2＋V）是這類動詞習得的關鍵和難點。在此基礎上，文章從框式意識的建構、非常規形義關繫、特殊界麵特徵三箇角度探討瞭準價動詞習得的內在機製。攷察髮現，準價動詞所蘊涵的語義一句法、詞項一構式多重互動的界麵特徵使習得者框式意識的建構過程呈現齣層級性、階段性特點，這一特點決定瞭準價動詞的習得具有偏誤來源多、習得難度大、習得週期長的特點。文章最後藉此對構式意識構建過程分析的方法論原則做瞭進一步的說明。
본문토론한어작위제이어언적학습자습득한어준개동사（포괄준이개동사화준삼개동사）저류특수동사적기본정황급기내재규률。문장상세묘사료“HSK동태작문어료고”중준개동사적정학수출정황화오용표현，발현준개동사특수적광식배위（즉개사여준개동사공현적배위，여NPI＋prepNP2＋V）시저류동사습득적관건화난점。재차기출상，문장종광식의식적건구、비상규형의관계、특수계면특정삼개각도탐토료준개동사습득적내재궤제。고찰발현，준개동사소온함적어의일구법、사항일구식다중호동적계면특정사습득자광식의식적건구과정정현출층급성、계단성특점，저일특점결정료준개동사적습득구유편오래원다、습득난도대、습득주기장적특점。문장최후차차대구식의식구건과정분석적방법론원칙주료진일보적설명。
This article discusses the performance and built-in mechanism of the acquisition of Chinese quasi-valence verbs （ quasi-divalent verbs and quasi-trivalent verbs ） by L2 learners. It firstly lays out the correct outputs of quasi-valence verbs from HSK Dynamic Composition Cor- pus alongside the errors, and discovers that the idiosyncrasy of the schematic arrangement is the key as well as a challenge to the acquisition of Chinese quasi-valence verbs. Based on this analy- sis, it furthers the discussion by exploring the built-in acquisitive mechanism of Chinese quasi-va- lence verbs from three aspects, namely the establishment of schematic consciousness, irregular form-meaning relations and particular interface features. Our study shows that the establishment of L2 learners＇ schematic consciousness is both hierarchical and phased , which is caused by the multi-interactional interface features of quasi-valence verbs between semantics and syntax, lexicon and construction. These features determine the nature of quasi-valence verb acquisition, which can be characterized by multi-source errors, high difficulty level and long time span. The paper also discusses the methodological principles adopted in the analysis of constructional consciousness establishment.
