明末清初汉语二语教学语法:理论框架、特点和局限性

Pedagogical Grammar of Chinese as a Second Language in the Late Ming and Early Qing Dynasties:Theoretical Framework,Characteristics and Limitations

明末清初来华传教士为学习汉语编写了一些教材,受其拉丁语语言背景和当时教学法的影响,这些来华传教士主要依据传统的拉丁语教学语法框架来构建汉语教学语法体系,并将汉语语法知识的讲解和训练作为所编教材的重要内容。当时汉语二语教学的教学语法,具有重视探究“格”“数”“级”等语法范畴在汉语中的表达形式,尽可能借用拉丁语中的语法术语但不对其做过多的解释,在语言对比的基础上重点介绍汉语语法特点,突出汉语中语序和虚词重要性等特点。同时,也存在重词法轻句法、混淆词类界限,以及未充分认识到语气词在汉语中的独立词类地位等不足与局限。

Missionaries in China wrote some teaching materials for learning Chinese during the period of late Ming Dynasty and early Qing Dynasty.Influenced by the Latin language background and teaching methods at that time,these missionaries mainly constructed the grammar system of Chinese teaching according to the traditional grammar framework of Latin teaching,and took the explanation and training of Chinese grammar knowledge as the important contents of the textbooks.At that time,the pedagogical grammar of Chinese as a second language focused on the expression forms of grammatical categories such as“case”,“number”and“degree”in Chinese,borrowed grammatical terms from Latin as much as possible without giving more explanations on them,introduced the characteristics of Chinese grammar on the basis of language contrast and highlighted the importance of word order and function words in Chinese.These were particularly concerned in the form of Chinese expression as the advantages at that time.However,there were some shortcomings and limitations,such as emphasizing morphology over syntax,confusing the boundaries of speech classes,and not fully recognizing the independent position of modal words in Chinese.