* / 1. 1 + + + 1 NPL + V + + NP A 1 B 5 2 6 3 7 4 8 * 1 2009. 10 557
24 2010 4 1996 2001 2001 2005 2006 2006 A B A B 2003 64 S + V + Pt or Complement + Num-MP + O a b SVO c 2 9 * 10 * 11 12 1. 2 1 + + 2 + 3 X Y 1 2 13 14 15 16 * 1 2 1-2 3 4 3-4 - 5 6 7 8 5-6 7-8 2 9 10 11 2010 1 3 558
2006 2007 2004 1. 3 A B 1995 A B + VP VP 86% 1989 2000 2003 2004 2008 2. 1 Construction Grammar 80 90 Goldberg 1995 1 pair 2 3 Goldberg 1995 2006 2009 chunk 559
24 2010 4 4 chunk Miller 1956 Langacker 1995 170 1997 9 Croft 2001 189 2008 Wang 2010 7 ± 2 2009 2. 2 1 2 3 4 5 6 2009b conceptual structure conceptual space 2009c Langacker 1987 5 Haiman 1985 Tai 1985 4 chunk formulaic language formulaic language Nattinger & DeCarrico 1992 Lewis 1997 Wray 2002 2008 5 1998 2002 Tai 2005 2010c 560
Johnson 1987 Lakoff 1987 2002 Croft 2001 2008 2005 1991 2008 2. 3 2010a 12 5 / a b c d SVO SOV e f 561
24 2010 4 g a b c - g 3. 1 Chomsky 2009b NPL + V + + NP + + + NPL V NP 2010b Construction chunk 2009c 2009b 2008b n n 1 chunk chain 2009a 2009b 2010b 2009a 2009c 2010a 3. 2 2009a 562
/ / 6 / + + / 1 6 /V / 563
24 2010 4 2 3 * / 2010a 3. 3 2010a 123 10 p = 0. 222 p 0. 000 p = 0. 002 p 0. 000 2009 564
SVO 1995 3 2002 1 2001 2006 2003 28 2004 1 2003 3 2001 2007 1996 2007 2008 2009 1 2005 3 2008 IACL-16 2010 4 2009a 3 2009b 3 2009c 2006 1991 3 2009a 2009b IACL - 17 565
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Tai James H. -Y. 1985 Temporal sequence and word order in Chinese. In J. Haiman ed. Iconicity in Syntax 49-72. Amsterdam John Benjamins. Tai James H. -Y. 2005 Conceptual structure and conceptualizations in Chinese grammar. Language and Linguistics 6. 4 539-574. Talmy L. 2000 Toward a Cognitive Semantics Vol. 2 Typology and Process in Concept Structuring. Cambridge MIT Press. Wang William S. -Y. 2010 The evolution of evolutionary linguistics PCC2010 Wray A. 2002 Formulaic Language and the Lexicon. Cambridge Cambridge University Press. Wray A. 2008 Formulaic Language Pushing the Boundaries. Oxford Oxford University Press. Construction-chunk Approach for Syntactic Analysis and Second Language Pedagogy SU Danjie and LU Jianming Abstract This paper maintains that 1 syntactic analysis and L2 Chinese grammar teaching should not be restricted to the traditional subject-predicate-object and agent-verb-patient methods 2 language universals and individualities should be understood from a cognitive perspective and this is a concept that should be established in syntactic study and 3 the construction-chunk approach to syntactic analysis and L2 Chinese grammar teaching as a supplementary theory and method is based on universals of man s cognition and languages and has been theoretically and empirically proved superior to the traditional approaches for analyzing and teaching certain Chinese syntactic constructions. Key words cognitive universals language universals construction grammar the construction-chunk approach grammar analysis and teaching 510275 100871 / 567