时间副词与关涉时间义的副词在句法语义上存在诸多区别, 这为汉语作为第二语言学习者带来了难题。从句法形式和语义特征两方面出发, 对 252 个具有时间意义的副词展开分析, 将其中的时间义描摹性副词、关联副词、重复副词、类同副词、协同副词和频率副词等予以排除, 从而得到了 155 个时间副词。后根据时间副词的功能, 将时间副词界定为表示事件时间位置或内在状态的副词。该范围划定与意义界定细化了副词的分类系统, 为高水平汉语二语学习者的副词学习提供了参考。
This study investigates the semantic nuances of the Mandarin causative constructions ràng and shǐ, focusing on their distinct semantic preferences and variations in semantic prosody. Analysis of 1,000 instances of each construction from the Corpus of Contemporary Taiwanese Mandarin (COCT) Written Corpus 2020 reveals that ràng frequently co-occurs with verbs and terms related to intelligence and cognition, while shǐ is more often found with terms and verbs associated with psychological states. This suggests that ràng constructions are often linked to cognitive processes, while shǐ constructions tend to evoke emotional or psychological responses. Although both constructions show an affinity for verbs describing change of state, psychological states, and motion, shǐ exhibits greater versatility, appearing with a broader range of verb classes. Examination of semantic prosody, utilizing Stubbs’ (1995) classification (positive, negative, neutral), shows that ràng constructions exhibit greater variation in their connotational coloring compared to shǐ constructions. Notably, both constructions tend to shift towards negative semantic prosody within the “changed” causative events, as shown in Table 6, with ràng demonstrating a stronger tendency to negative semantic prosody in comparison with shǐ (ràng: 47.7 % vs. shǐ: 38.9 %). These findings highlight the subtle ways in which ràng and shǐ constructions convey different shades of meaning. The study contributes valuable insights into the linguistic expression, deepening our understanding of causative constructions in Mandarin.
Task-based language teaching (TBLT) has received significant global attention due to its foundation in education philosophy and research. Thanks to various meta-analyses, the positive impact of TBLT on language learning is well established. A caveat of this research base, however, is that most studies examining the effects of TBLT have represented students learning English. Despite a dramatic growth of Chinese language learning and teaching, it is unclear whether or how TBLT is being utilized for Chinese language teaching and learning across the field. This article aims to contribute to this gap by reporting on a qualitative research synthesis of TBLT for the teaching of Chinese. Following Chong and Reinders’ (2020. Technology-mediated task-based language teaching: A qualitative research synthesis. Language, Learning and Technology 24. 70–86) grounded theory methodology for qualitative research synthesis, this study reviewed findings from 48 studies on TBLT for the teaching of Chinese in second and foreign language contexts. Thematic analysis identified a positive impact of TBLT for Chinese language teaching and learning, identifying (1) task design factors for the teaching of Chinese in person and via technology; (2) benefits and (3) challenges of using TBLT in the Chinese language classroom; and (4) suggestions for TBLT implementation in Chinese language contexts. We conclude with suggestions for a research agenda moving forward to best inform practice.
随着 ChatGPT、DeepSeek 等大语言模型的出现, 人类进入了通用人工智能 AI时代。这些技术能否对包括国际中文教育在内的第二语言教学产生影响呢?本文采用问卷调查、访谈等方式深入探讨了 ChatGPT 在产出导向型留学生口语课中的促学效果。研究表明: (一) 在口语课上正确、有效地使用 ChatGPT 能够激发学生语言学习的积极性, 提升学习效率, 增强课堂参与感。(二) ChatGPT 所发挥的“脚手架”作用对学生口语产出具有积极影响, 尤其在语言提升效果方面作用显著。(三) 学生对 ChatGPT 发布的指令任务展现出极高的好奇心和强烈的表达欲, 特别是个性化的促成活动设计极大地激发了学生对话题的兴趣和口语输出的积极性。此外, 文章还进一步发现, 恰当的产出目标与有效性促成活动有机融合, 能显著激发学生的学习内驱力, 具体表现为学习动力激发、投入度提高和对真实交际场景展现出积极的兴趣和欲望。最后, 文章对新手教师运用这一模型开展教学提供了新的思路。
二语习得中的高文化负载词, 往往由于语言、文化、思维差异等因素成为学习者难以逾越的“阻力区”。汉语亲属称谓语及其泛化使用不仅种类繁多, 而且蕴含丰富的历史文化内涵, 属于高文化负载词, 与法语亲属称谓语极不对称, 构成了法语母语学习者在汉语二语学习中的一大“阻力区”。为深入研究这一问题, 首先需要了解学习者对这些称谓语的实际掌握情况及主要的偏误类型。在此基础上, 进一步对比汉语与法语中亲属称谓语的概念, 分析汉语亲属称谓语成为“阻力区”的主要原因。为帮助学习者跨越这一“阻力区”, 有必要强调提升他们的跨文化敏感度和文化融入能力, 并结合情景化教学以减轻母语文化的负迁移作用, 以便深入且有效地掌握该类词汇。
