Semantic Analysis and Pedagogical Grammar of Direction Prepositions in Mandarin Chinese

• Main Authors: Li-yu, Ho, 何莉玉
• Other Authors: Shou-hsin, Teng
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/80242501039783900160

碩士 === 臺北市立教育大學 === 華語文教學碩士學位學程 === 98 === This thesis explores the conception of direction and defines verbs based on the thematic tier proposed by Jackendoff (1990), which includes the relation of theme, goal, and source. In a motion event, a moving theme follows a trajectory, including the starting point, the ending point and the path. In addition to space, directional prepositions could expand its usage by extending the spacial meaning to indicating time, receipient and status. In this thesis, the directional verbs developed by Teng (1974) and the speaking verbs and giving verbs proposed by Liu(2007) are adopted as a theoretical framework for the discussion of directional verbs. The thesis begins with a discussion of the definitions and categories of directional prepositions by comparing the four components proposed by Talmy (2000) with path of motion proposed by Chu (2009) in motion. When the moving object profiles the path, it could be called a motion event. In syntax structure, it discusses the position of prepositional phrases according to “The Principle of Temporal Sequence” developed by Tai (1985). Furthermore, according to Teng (1974) and Liu (2007), this thesis discusses the collocation and the constraints between the phrases of directional prepositions and the verbs. Finally, this thesis proposes pedagogical grammar of Chinese and teaching sequencing of directional prepositions based on semantic analysis and syntactic constraints of Mandarin Chinese. The proposed sequence, which includes ranking points of grammar, formulating sub-structures and extra-sequencing, is conceptualized according to the framework of theoretical syntax, structural sequencing parameters, and the principles of assessing syntactic difficultness outlined by Teng (2009). The proposal is expected to enable to practice cumulative teaching to raise the effectiveness of Chinese pedagogical grammar and to write Chinese textbooks more relevantly.