現代漢語句末助詞「嗎、啊、吧、呢」的教學語法

A Pedagogical Grammar of Mandarin Utterance-final Particles ma, a, ba, ne

10.6393/JCLT.200912.0099

張玲瑛(Ling-Ying Chang)

句末助詞 ； 對外漢語教學 ； 教學語法 ； 教學排序 ； 語法點描述 ； utterance-final particles ； pedagogical grammar ； sequencing of grammatical structures ； grammatical descriptions

華語文教學研究

6卷2期（2009 / 12 / 01）

99 - 127

繁體中文

現代漢語的句末助詞常成爲二語學習者的難點，尤以母語中無句末助詞系統者爲然。句末助詞的語音、語法形式簡單，語意內容卻不明顯。有些句末助詞往往兼有語法功能、甚至複雜的語用功能（語氣或情態意涵等）。連母語者分析時也易受其前句子句義的影響而誤解句末助詞的意涵。因此句末助詞的二語教學並非易事。本文討論現代漢語中常用的四個句末助詞「嗎、啊、吧、呢」的教學語法。文中分三部份討論與句末助詞教學相關的重點：一、回顧語言學本體研究文獻並整理比較前人對此四個句末助詞的分析，以利教學語法中將四個句末助詞再細分爲九個語法點，便於簡要定義各句末助詞的核心功能或意涵。二、以常用的四本教材爲語料，統計九個句末助詞語法點在其中的首次出現處及出現頻率，以此二數據作爲各句末助詞語法點的使用需求及教學排序參考。三、從功能、結構、用法等多層面描述九個句末助詞語法點，作爲教學之應用。

Utterance final particles (UFPs) in Mandarin are usually considered difficult for learners of Chinese as a second language, especially for those whose native languages do not have a similar system. Although brief in phonological form and clear in structure, UFPs carry little semantic content literally. However, some UFPs do perform certain syntactic functions and/or imply rich pragmatic meanings. Sometimes it is not easy to distinguish the function or the core meaning of an UFP from the meaning of the utterance it follows.Among all the UFPs in Mandarin, ma, a, ba, ne are the four particles that are most commonly used and thoroughly discussed. This paper aims to construct the pedagogical grammar of these four most commonly used Mandarin UFPs with mainly three sections. First, by reviewing previous literature and reanalyzing the functions of the four UFPs, nine UFP structures are further classified with their grammatical functions or core meanings defined concisely. Then, based on a corpus of four textbooks of Chinese as a second language, the first occurrences of the nine UFP structures are pin-pointed and their usage frequencies calculated. With the results, an internal sequencing in teaching the nine UFPs is suggested. Finally, a description of the pedagogical grammar of the nine UFP structures is provided with a model that describes each UFP not only structurally, but functionally and empirically as well. It is hoped that through linguistic analyses in both theories and corpus materials, this paper can provide a practical pedagogical grammar of UFPs so that the teaching and learning of Mandarin UFPs become more efficient and less difficult.

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