英漢中動句的對比研究與教學應用

A Contrastive Study of the Middle Construction in English and Chinese and Its Pedagogical Implications The current research project aims at providing a multilevel analysis of the middle construction in English and Chinese and hopes to disclose language habits and thought patterns across these two languages, thus enhancing learners’ understanding over the relationship between target language and native language. It will focus first on the semantico-syntactic features of the middle construction in English, and differentiate family sub-constructions and their corresponding verb semantics constraints. It will also examine the collocational relationship between verbs and other constituents (e.g. adverb, adjective, prepositional phrase) in the construction. Next, a similar focus will be devoted to the semantico-syntactic features of the middle constructions in Chinese. A comparison and contrast in English and Chinese Middle construction will then be conducted at the semantico-syntactic level. The present researcher will attempt to set a theoretical analytical framework on the basis of prior research and theories, and use corpus linguistics data to testify the arguments. An additional investigation on the discourse-pragmatic features of the middle constructions in Chinese may be conducted if feasible, in order to reach a more comprehensive analytical work that encompass semantics, syntax, discourse, and pragmatics. Pedagogically, this proposed project will incorporate the results of the multi-level linguistic analysis into the framework of pedagogical grammar. The purpose is to provide teachers and textbook writers of L2 Chinese with information based on authentic language use and arranged according to the concepts of sequentiality and cumulativeness.