1. Pedagogical Grammar
Research and
Classroom Teaching
Baozhang He
College of the Holy Cross, NECLTA
NCLC, Boston, MA 4/7-4/10

2. 从“吃坏肚子”说起
［［吃坏］肚子］
［［吃］［［坏］肚子］］
“why did the person eat the bad
stomach?”

3. 结果补语
什么是补语？
补充说明谓语动词，在谓语动词后的连带成分，补
充说明结果、程度、趋向、可能、状态、数量等
等。
什么是结果补语？
结果补语表示谓语动词的结果。
Vaction verb+Radj. Verb or single syl. Verb
写错、做完、说清除、洗干净
V 和 R 之间不能加入任何成分
VR 可以带“了”和“过”，也可以带宾语
同一动词，不同结果：看完、看懂、看见、看清楚
不同动词，同一结果：看完、听完、卖完、吃完

4. 汉英表示结果的形式不同
中文 英文
动词＋结果补语 不同词汇项目＋时态
看 看见 Look at See/saw
听 听见 Listen to Hear/heard
找 找到 Look for Find/found
学 学会 study Learn/lear
ned

5. 结果补语的种类
按所补充的语义指向分
补主语
我听懂了老师的问题。
补动词
我做完了今天的功课。
补宾语
我写错一个字。

6. Study I
the purpose of this study is to
discuss whether there is a hierarchy
of acquiring Chinese VRC and what
the most appropriate teaching
strategies are for L2 learners
through surveys on Chinese VRC
and theoretical analysis.

7. Zhu 2013
The semantic meanings of the verbs in the
structure of VRC with the subject and object in
sentences are various and complex; in addition,
there are often no corresponding structures in
other languages such as English, so it is often
difficult for students who study Chinese as a
second language (L2) to acquire this structure. It
is a quite challenging issue to find out how L2
learners acquire Chinese VRC and whether there
is a hierarchy of acquiring the different forms of
VRC. If the difficulty of acquisition of Chinese
VRC can be pinpointed, it will benefit those
designing appropriate textbooks and pedagogical
instruction.

8. Survey Procedure and
Result
Picture description and answer question
Translation from English to Chinese

9. P1. Did the student understand
what the teacher said?
老师说得真好！

10. P2. Describe the tree

11. P3. Describe the classroom (are there
many students?)

12. P4. (Suppose the people in the two pictures are the same.) What’s
happened to the person?

13. Translation
1. I have learned how to write Chinese characters.
2. I understood what the teacher said by listening.
3. [In springtime,] the trees are full of blossoms.
4. He has finished writing his homework.
5. You came early. You are exhausted (very tired).
6. You wrote one character wrong.
7. [All those people are on top of one another.] Won’t the people
underneath be crushed to pieces?
8. [I ate spoiled food and] my stomach is uncomfortable.

14. linguists Van Valin and Lapolla have
demonstrated that there is a subject selection
hierarchy which corresponds to the degree of
markedness.

15. The hierarchy of Chinese VRC
pertaining to markedness
If the first argument of both Vcaus and Vres in
the VRC is the subject syntactically and also the
agent semantically, the form is unmarked
(example is ting-dong 听懂 (understand by
listening) in the survey).
If the first argument of the Vcaus is the subject
and also an agent, but that of the Vres is neither
the subject nor the object (its semantic meaning
is a kind of description, comment and illustration
to the Vcaus) in the VRC, the form is less
marked (example is zuo-wan 做完 (finish-doing)
in the survey).

16. If the first argument of the Vcaus is the subject
and also an agent but its second argument is the
object and patient which is the subject of Vres in
the deep structure in the VRC, the form is more
marked (example is zhao-cuo 找错 (give-wrong)
in the survey).
If the argument of the Vcaus is the object which
is an agent-like while the argument of the Vres is
the subject which is not an agent in the VRC, the
form is the more marked plus (example is kai-
man 开满 (bloom-full) in the survey).
If a form is in a situation like c in the above but it
has more arguments than others, it is the most
marked form (example is chi-huai 吃坏 (eat-bad)
in the survey).

17. The hierarchy of the difficulty in
learning Chinese VRC
Most difficult: 你吃坏肚子了。
More difficult: 树上开满了花。
Mildly difficult: 你找错了钱。
Less difficult: 他做完了功
课。
Least difficult: 他听懂了。

18. Study II
“唱得很高兴”与“很高兴地唱”
问题的提出
问题的所在：He sings happily.
第二语言习得的过程可以概括为给已经熟悉的意思
加上一套新的符号。其主要行为就是在新符号和与
已经储存于大脑中的已有语言意义相对应的符号间
建立等同关系。这样，新的材料和已经存在于学习
者认知结构中的概念联系起来，以促进形式-意义
关系的构成和组织。

19. 不同的根本
程度补语大多用来描写。描写主要用于对风景、人
物形象、人物心理及人物的语言动作或物体的状态
给予刻画和描摹；重视模样、状态和情景。
状语修饰谓语的作用大多是用来叙述的。叙述的作
用是对事物的发生、发展和变化的经过做出交待。
叙述与描写的最大不同点是由“静”变成“动”。
问句方式不同
V 得怎么样？
怎么V？
结果的不同

20. 程度补语也是一种结果
按所补充的语义指向分
补主语
他唱得很高兴。
补动词
他唱得很快。
补宾语
他唱得很好听。

21. 两个结构的对比
补主语 唱得很高兴 很高兴地唱
补动作
唱得很快 很快地唱
补结果
唱得很好听 ＊很好听地唱

22. 汉英对比
Sing happily 唱得很高兴 很高兴地唱
Sing quickly
唱得很快 很快地唱
Sing
beautifully
唱得很好听

23. 教学建议
先教补结果“唱得很好听”这类一中一英相对应的句
子，再教其他的句子。
课堂活动分描写和叙述，不同的活动不同的句型
帮助学生掌握。

24. 谢谢