第六章把字句學生語法與教學法

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第六章把字句學生語法與教學法

6.1 Student Grammar(學生語法)

把字句學生語法撰寫的對象是以英語為母語的成人學習者，撰寫的目的是將把字句教學語法所建構的全面性(exhaustiveness)、規範性

(prescriptiveness)、簡易性(simplicity)、針對性(relevancy)的語法體系，以學習者來源語作為工具¹，全盤傳輸給學習者，避面學習者因對目標語陌生所產生的隔閡，而加深學習者在把字句語法體系習得上的難度。我們善用漢英跨語言對比，以利於進行零教學(zero instruction)²。盡量避免專業術語，

以一般人認知經驗來描述，使學習者在最短的時間裡，能迅速理解、掌握把字句語法體系。具體實踐鄧守信PG(2003)L2教學針對性與簡易性的理念。

把字句學生語法分成功能(function)、結構(structure)、使用原則(usage) 三個部份來加以描述。結構部份又分為基式結構(basic structure)與變式結構(derived structure)兩項，使用原則又分為可用原則(do’s)，與不可用原則 (don’t)。由於篇幅有限，我們無法依據鄧守信PG(2003)的學生語法內容完

1 感謝我的學生楊杰(Mr.Jeffrey David Lamb)與芝加哥大學比較文學博士候選人韓若愚(Ms.

Rebecca Handler-Spitz)為把字句學生語法進行適切的翻譯。同時感謝韓若愚小姐提供莎士比亞劇本的對話資料。

2 零教學(zero instruction)的觀念是來自鄧守信PG(2003:35)的創見。

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全呈現。僅能就重點處理。完整的學生語法內容，請參閱鄧守信PG(2003)。

我們把字句學生語法現在描述如下：

6.1.1 The Disposal construction ( 把(Ba) construction)

In Act I, Scene I, of Shakespeare’s “Romeo and Juliet”

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, there is a classic linespoken by Romeo’s kinsman Benvolio, “Put up thy sword, Or manage it to part these men with me.” Upon reading this line, we may immediately think of the disposal construction (“ba” construction) in Mandarin Chinese. The Chinese counterpart to this line would be, “放下你的劍，把它用來幫我讓這些人散開。” Or, “ 把你的劍放下，或把它用來幫我讓這些人散開。”

The reason we think of the disposal construction, and not a

subject+verb+object construction, is that the word “manage” in this context has the meaning of using one’s hand to “dispose” of something; also, the object of

“manage” employs the pronoun “it”, which implies that the object is already known by both the speaker and the listener, making it known information.

But, the more important information is to highlight the purposefulness of the action, and in Mandarin this must be done by pre-posing the object before the verb. These conditions precisely meet the necessary principals of the disposal

3 Source: The Complete Works of Shakespeare, Revised Edition, Edited by Hardin Craig and David Bevington Scott, Foresman, and Company, Glenview, Illinois and Brighton, England, 1973.P369.

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construction.

Although in English there is no exact corresponding grammatical pattern to the disposal construction in Mandarin, the concept of “disposal” exists in the natural language of all humans, and therefore we are able to express different kinds and meanings of “disposal” in our communication. In English,

“disposal” is embedded within in the SVO construction. As long as the context for “disposal” is met, given an SVO sentence one needs only to change the verb to past tense and use a pronoun in place of the object, and the function of Mandarin’s disposal construction may be expressed. For example,

someone asks, “What did you do to/with your car?” The listener responds, “I sold it.” The semantic meaning of this response is equivalent to using the disposal construction in Mandarin. Some native speakers of English believe there exists in the language a grammatical structure similar to that of the disposal construction in Mandarin: “I took the car and sold it.” However, this construction is seldom used.

In light of this phenomenon we would like to point out that the disposal construction in Mandarin is not that difficult. As long as we begin from the

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semantic function of expressing meaning, whether there exists a similar grammatical pattern or not, understanding and communication within any language may be achieved.

6.1.2 Function(功能)

1. The function of the disposal construction is to rearrange the information of an SVO sentence. The speaker pre-poses the object behind the subject and before the verb with the preposition “ba”. This allows the focus of the

information to shift from the object to the action, or to the result of the action.

Why not use an SVO sentence? The information provided by an SVO sentence is very limited. When the speaker wishes to express more

information about the object, result of the action, etc., if the components of this information are all behind the object, then the listener may be unclear as to what information applies to what component, and the results of social intercourse will be less than ideal. If the disposal construction is used, the object is already in front of the verb and the components which express the result of the action are behind the verb, even if the speaker wishes to add more information about the object or the result of the action, the listener may easily grasp the full scope of the information since the added components have a clear

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position in the sentence.

2. The semantic function of the disposal construction is to express the fact that somebody did something to/with something/somebody. This semantic

function may be divided into three categories:

把 1) (Disposal)-Somebody handles/handled something with the result that it is

disposed of. E.g.：他把車子賣了。 (He sold the car.) 把 1.1) (Accidental)-Somebody handles/handled something in such a way that

it leads to an accidental result. E.g.：他把車子丟了。 (He lost the car.) 把 2) (Causative)-Something causes/caused somebody to experience a result,

or something causes/caused something else to happen.

E.g.：車子丟了把他難過得吃不下飯。

(The loss of the car caused him to be so upset that he couldn’t eat.)

The disposal meaning is the most common usage of the disposal

construction. Both the accidental meaning and the causative meaning are a typical uses.

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6.1.3 Structure(結構)

1. Grammatical structure: Subject+把(Ba)+Object+Verb+Complement.

2. Semantic structure: Doer+把(Ba)+Effect+Action+Result.

The primary components of the grammatical structure of the disposal construction are a subject, the preposition 把, an object, and a predicate. The predicate contains the verb and post-verbal elements. The subject of a

disposal construction sentence is usually a sentient being, a willful participant, or a natural force; the object may be either a sentient being or an inanimate object; and the verb is usually an action-verb, ie. eat, sell, hit, etc. A

state-verb may also be used, ie. broke, forgot, die, or even a process-verb, ie.

enlarge, happy, understand, however these are rare. Different types of verbs will generate different semantic functions: Action-verbs produce the semantic function of disposal; State-verbs or process-verbs usually produce the semantic functions of indicating an accidental or causative.

The post-verbal components of the predicate usually express the result of the action, and are an essential element of the disposal construction. Different verbs will produce different forms of expression, the effect of an action-verb being the greatest. Since action-verbs represent an action, the action has a

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force, and the force of the action will end (=V+aspect), will cause an obvious result (=V+result), will cause the action to produce a change of position (=goal), will cause the action to have a direction (=direction), will cause the action to manifest a degree in state (=extent), will be limited by range (=range), or will increase or decrease in force (=reduplication). These variables represent the seven basic structures of the disposal construction.

6.1.3.1 Basic Structure(基式結構)

把 1) S 把 OV 了/著(aspect) .

E.g.：他把汽車賣了。 (He sold the car.) 他把門開著。(He opened the door.)

把 2) S 把 OV 結果(result).

E.g.：他把汽車賣完了。(He finished selling the car.) 他把汽車洗乾淨了。 (He washed the car clean.)

把 3) S 把 OV 目標 (goal).

E.g.：他把汽車停在馬路上。 (He parked the car on the road.) 他把汽車當作朋友。 (He treated the car as his friend.)

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把 4) S 把 OV 趨向 (direction).

E.g.：他把汽車開出去。 (He drove the car out.)

把 5) S 把 OV 程度 (extent).

E.g.：他把汽車擦得很亮。 (He waxed the car so that it shined brightly.)

把 6) S 把 OV 範圍 (range).

E.g.：他把汽車整理（了）一番。

(He organized the car-giving it a once over.)

把 7) S 把 OV 重疊 (reduplication).

E.g.：他把汽車洗了一洗。 (He gave the car a washing.)

Apart from these seven basic structures, the disposal construction also has five extended construction and ten complex construction.

6.1.3.2 Derived Structure(變式結構)

There are four ways of negating a ba construction. No matter whether you are using the word bu“不,＂mei“沒,＂ bu shi“不是,＂or bie“別,”

always put the negation word before the word ba. (Note: In this context the

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word bie“別” means bu yao “不要” -- “don’t”). The words bu“不＂and mei“沒＂negate the grammatical object of the sentence. The words bu shi

“不是＂and bie“別＂(or bu yao “不要”) negate the part of the sentence that comes after the word ba. Generally, the implied subject of the word bie

“別＂(don’t) is ni“你＂(you).

E.g. 他不把車子賣了。 He has decided not to sell the car(s).

他沒把車子賣了。 He did not sell the car(s).

他不是把車子賣了。(而是把房子賣了)

He did not sell the car(s); [he sold the house(es) ]

你別( =不要)把車子賣了。= 你不要把車子賣了。 Don’t sell the car(s).

The differences among the four negations are: “不” is used to indicate a negative intention. “沒” simply means that things did not happen in a certain way. “別” is used to urge oneself or others not to do something. “不是” is used to correct someone else’s mistaken impression.

6.1.4 Usage(Do’s & Don’ts)(使用原則) Do’s:

1.When someone asks you “What did you do to X?” or “What did you do with X?” reply using the ba construction.

E.g.

A：你把花怎麼了？ What did you do with the flower(s)?

B：我把花(=它)插在花瓶裡了。I put the flower(s) (= it or them) in the vase.

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2. When you want to tell someone to handle or manipulate something but you don’t want to be rude or to sound as if you’re giving that person a command, you must use the ba construction.

E.g.

A(SVO)：去倒垃圾。 Go empty the trash. ( A strong command )

A1(SVO)：去倒倒垃圾。 Go empty the trash. ( A softer tone of command ) A2(把字句)：去把垃圾倒了。Go empty the trash.( A neutral, dispassionate command)

Ba construction: Go handle/manipulate the trash [such that you] empty it.

3. When you want to express (using an action verb) that someone handled or manipulated an object and the result that that action (handling or

manipulation) produced, you must use the ba construction. The result of the action may include the direction in which the object was moved, the place to which it was moved, the force with which it was moved, and the process by which it was moved. The more precisely you describe the result, the more complex your sentence, and the essential it is that you use the ba construction.

E.g.

主謂賓句(SVO)：*政府組織起來他們。(Grammatically incorrect Chinese) The government organized them.

把字句(S把OV)：政府把他們組織起來。 The government organized them.

Ba construction: The government managed them [such that they became] organized.

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4. When you want to describe the place where the object has been put or the situation newly created by the object’s having been handled or manipulated, the structure “Subject ba Object Verb Goal” is most appropriate. Goals may markers such as at/in(在), toward(到), for(給), as(作), and into(成). The noun or noun phrase that follow the marker can be a place, time, color, person, thing, or abstraction.

E.g.

他把車子停在馬路邊。

He stopped his car by the side of the road.

(Literally: He handled his car such that he stopped it by the side of the road).

他把車子當作好朋友。

He considered his car a close friend.

(Literally: He treated his car such that he considered it a close friend) 他把黑色的車子變成紅色。

He turned the black car into a red car.

(Literally: He dealt with the black car in such a way that it turned red).

5. Generally the object is definite in interpretation⁴; the speaker and the listener both know which object is being referred to. However, occasionally the ba construction can be used to refer to indefinite situations.

E.g.: 你把他的意思說出來了。 You have explained what s/he meant.

我把一件事情忘了。 I forgot something(i.e., something in particular).⁵

4 資料來源：Teng (1979):56。

5 兩個例句取自Li & Thompson ( 1981:463 與 465)。

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Don’ts:

1. The verb must be an action verb. The ba construction is never used with verbs of emotion(love:愛、like:喜歡), verbs of cognition(know:知道、

understand:了解), verbs of perception(able to see:看見), and verbs of to exist(have:有、在) ,and to be surnamed(姓). These verbs never involve or imply anything happening to their object⁶.

E.g.: I like him/her. *我把他／她喜歡。

I understand him/her. *我把他／她了解。

I have the book. *我把書有。

I am surnamed Wang. *我把王姓。

2. Resultative verbs( resultative compound with a potential infex), whether positive or negative- never occur in conjunction with the ba construction.

This is because the ba construction is generally used to describe things that already exist or have already happened, Whereas resultative verbs describe the potential or likelihood for things to happen in the future.

E.g.: S/He can wash that chest clean. *他把那個箱子洗得乾淨。

S/He can’t wash that chest clean. *他把那個箱子洗不乾淨。⁷

6.2 把字句教學法(Pedagogy)

6 資料來源：Li & Thompson ( 1981:472-473)。

7 兩個例句取自Li & Thompson ( 1981:476-478)。

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6.2.1 邁入二十一世紀L2語言教育全新的思惟

《外語學習的標準：迎接21世紀》⁸是一個新世紀第二語言教育的綱領。這是美國“外語教育學會＂( ACTFL )等40多個單位在聯邦政府教育部和全美人文基金會的資助下，經過幾年的研究在1996年完成的。此一綱領的內涵大意如下：語言和交際對人類獲得經驗至為重要，今天學習一種外語不僅是為了做生意、交朋友，更是為了有能力去理解別人，並讓他人所理解。因此，需要培養學生具有語言和文化的素養，從而能在多元化的社會和世界進行成功的交際。

綱領同時提出五個“C＂作為概括21世紀第二語言教育的目標和學習標準。5C標準如下：1)Communication ( 運用語言進行交際 ) 。

2)Cultures( 體認多元文化 ) 。3)Connections ( 連貫其他學科 ) 。

4)Comparisons ( 通過比較了解語言文化的特性 )。 5)Communities ( 運用於國內國外的多元社區 )。

人類進化至電子資訊時代，語言成為知識、文化的載體，更是信息傳播的主要載體，因而語言學習與語言教育就成為現今社會生存與發展的大前提。ACTFL等1996所提出的綱領正是此一觀念的表徵。

漢語是世界上使用人口最多的語言，是聯合國六種工作語言之一。在快速全球化的今天，對外華語教育的重要性也相對地大幅提升。對外華語教學的成效就成為對外華語教育是否得以迅速成長茁壯的關鍵因素。

8 Standards for Foreign Language Learning: Preparing for the 21^st Century, Allen Press, Inc. Lawrence, Ks.

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以漢語作為第二語言教育(L2 language education)，以下我們以L2稱之，相對於以漢語為母語的第一語言教育(L1 language education)，以下簡稱為L1。L2顧其名即可思其義，就是“教授＂學習者漢語這個目標語，協助學習者培養或習得目標語的語法體系(competence)，而至於能夠隨語境的需求而創造或生成適切得體的語言，以完成交際任務。因此，L2教學成效的成敗關鍵就在於對目標語語法體系的掌握，而非詞彙量的遞增，更非漢字辨識能力與漢字書寫正確美醜與否。

我們認為語言表達(performance)是建築在語感的基礎上，語感的形成是建構在語法體系(competence)的基礎上。我們深信Chomsky(1981)語言習得機制(the language acquisition device and universal grammar hypothesis)與普遍語法(universal grammar)理論架構﹐同時，相信普遍語法是人類頭腦中既有的﹐也是人類語言習得的共性。在其運用之下﹐透過參數重設理論(the resetting hypothesis ) (施家瑋1998)﹐使L1與L2都表現出一定的習得順序﹐

兩者之間有極高的一致性。

L2不等於L1，L2成人教育也不等於L2非成人教育。L2與L1的共性是兩者都以語文當作教學內容，但是L2迥然不同於L1。L1的學習者在進入正規教育體系的學齡前，就已經習得母語的語法總體系(competence)，進入小學以後的正規語文教育，一方面是培養對母語語法體系的覺識能力，另一方面是在基本語言能力基礎上，在母語使用者能夠普遍獲得理解的層次上，繼續發展提升富有個人華彩與風格的語言創造能力。

L2與L1最大差異，就是協助學習者習得目標語的基本語言能力

(competence)，這也正是L2的核心。如果以L2的教學核心內容與L1對價的

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話，L2的教學核心正是L1學齡前母語語法體系(competence)習得的階段，

而非學齡後培養個人文彩的語言創造能力的後段。

L2成人與L2非成人兩者之間的共性是習得目標語的語法體系

(competence)，但是兩者之間也有著顯著的差異性。前者心智已經成熟，並擁有理解、分析、歸納能力與對客觀世界豐富的知識，因此L2的教學重心就必須立足於學習者的理解分析能力，進行跨語言語法體系的對比，以循序漸進的程序，以最經濟省力的手段，在有限的學程內協助學習者建構目標語語法體系，以達到隨語境的需求主動地創造合目標語語法體系的語句，與人進行適切而得體的交際活動的終極目的；後者由於心智還在形成的階段，因此教學上就必須大量依賴肢體動作來刺激腦細胞中突觸

9(synapses)的強化，在母語語法體系習得的階段，透過經驗的建構，同時習得目標語的語法體系。由此可見，L2非成人的學習與L1幼兒習得，在透過經驗習得語言的途徑雷同。以下L2是指稱L2成人而非L2非成人。

把字句是現代漢語日常言談交際上使用頻率極高¹⁰的特殊句式，把字句有其產生的背景與獨到的言談經濟效益。國人幼童自2歲起至4.5歲即已掌握把字句90%的結構(周國光2001:81)¹¹，然而，在其他人類自然語言中，

至今尚未找著可與之完全對應的語言結構。從跨語言差距的角度而言，則

9經驗建構概念、建構語言，嬰兒出生時，大約有一千億個神經細胞，這些細胞之間與超過五十個兆個稱為“突觸＂(synapses)的聯繫網絡。人類大約有八萬種不同的基因，科學家相信差不多有半數和中樞神經系統的構成和運作有關，但這遠不足夠我們的腦部所需。在嬰兒出生一個月內，其腦部“突觸＂的數量已經是出生時的二十倍，即一千兆個以上。由此可見，我們天生的基因數根本不足以構成這麼多的聯繫網絡組合。因此，要建立腦細胞之間的聯繫網絡，也就是得藉著經驗的作用把“突觸＂強化。當我們長時間沒有接觸某些事物時，就會淡忘對該事物的記憶，

所以長久不用的“突觸＂，就會在一種稱為“刪除＂的過程中退化，要把逐漸退化的網絡再度加強，就要給予腦部刺激。因此，L2 非成人的學習與L1 幼兒習得經驗雷同。資料來源Pinker(1994)。

10我們利用平衡語料庫五百多萬字詞的語料再進一步加以判讀分析，把字句的語料有 1255 筆是在介詞句中排序第三，僅次於在 56424 筆、對 13877 筆。比被字句＋給、讓句總數 8543 筆多出許多。

11 請參閱周國光王葆華 2001《兒童句式發展研究漢語研習得理論》北京語言文化大學出版社。

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是屬於最大負面轉移者(negative transfer)，把字句之所以成為理論語法學界研究探索且歷久彌新的熱門主題之一是可想而知的。

第二語言教育觀念在以培養言談交際能力為導向的大前提之下，學習者要藉由華語與國人進行有效的語言交際行為，就非得徹底掌握把字句的語義功能不可。自從王力(1943)提出把字句是處置式以來，把字句教學在理論語法學的指引下，教學者較能掌握把字句的核心屬性，因而教學有了明顯的成效。學習者紙筆測驗的成績表現優異，遺憾的是，學習者縱使能夠確實掌握把字句結構，仍然迴避使用，追究原因，原因在於理論語法學界與教學界尚未廓清把字句的使用功能。為了徹底實現學習者以把字句與國人進行得體有效的言談交際，提出有效的、理想的把字句教學理論與教學法的確是刻不容緩的當務之急了。

6.2.2 站在PG全新的視野下檢視教學法與教學媒體的缺失

教學(instruction)是為了幫助學習(learning)而刻意安排的資訊和環境。

不容諱言，L2教學法是PG體系植入學習者腦海，協助學習者創造語句至關重要的媒介。語言的表象固然千變萬化，但是組織成合於交際溝通的語言，其內在的結構卻極為嚴謹，有一套組織嚴密的系統監控著，正如數學公式般運算著，不容許說話者任意組合，無端生成。

鄧守信(2003)PG對語法點全面性的描述，藉由多重科學量化的方法，

客觀地評定出各次類結構難易度，進而進行排序與等級化。使語法點教學在科學性與驗證性之下，循序漸進的教學有了雄厚的理論依據作為具體的內涵。教學者循序漸進，學習者即能迅速習得全面性的語法系統

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(competence)，進而主動創造準確的語句(performance)，與人進行得體的言談交際活動。L2這個重大的任務，唯有建築在鄧守信(2003)PG體系下的教學法才能夠真正完成。

文法－翻譯教學法(The Grammar Translation Methed)主導了1840-1940 年代的歐洲L2的教學(Jack C.Richards Theodore S.Rodgers1986)，文法－翻譯教學法體認L2教學本質，在於傳輸目標語語法體系進入學習者腦海中，

因而以機械式反覆操練句型的程序徹底執行。這是藉由最為粗糙直接，甚至於殘忍的方法，硬把語法體系植入學習者腦中。

19世紀中葉到二十世紀，進入二十一世紀以來，L2教育體認了語言是為了滿足學習者語言交際功能，因而教學法擺脫了傳統機械式教學法的桎梏，有了全新的思惟。直接教學法(The Driect Methed)、口語教學法( The Oral Methed)、情境式教學法(The Situational Approach)、聽說教學法

(Audio-lingual Methed)、溝通教學法(The Communicative Approach)、整體行動反應教學法(The Total Physical Response Methed)、靜默教學法(Silent Way)、社區語言教學法(Community Language Learning)、自然教學法(The Natural Approach)、建議教學法又稱啟示頓悟法(Suggestopedia)¹²等，即使教學者根據教學內容的需要而統整出的綜合性教學法也不例外，都注入了以交際溝通為目標，以學習者為中心，課堂教學活動力求生動、活潑、互動、實用的三項人性化重要參數。當這三項變項成為教學法常項以來，用來指稱機械式教學法的傳統教學法這個名詞，就成為歷史名詞了。

12 我們在此所列舉的教學法是引述自Jack C.Richards Theodore S.Rodgers(1986)Approaches and

Methods in Language Teaching。

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我們用來評價教學法優劣的指標，在上述三項變項已經成為常項的先決條件下，藉以評價教學法伯仲的唯一指標，就剩在特定的學程內習得目標語總體語法體系的成效這個變項上。在以學習者為中心，以交際溝通為導向，課堂活動趣味性的原則下，所繁衍出各種各樣的教學法。在趣味性優先的迷思下，使目標語語法總體系支解得雞零狗碎，而學習者好不容易已經習得的部份體系也因而再度遭受衝擊而瓦解，導致學習者主動創造目標語語言與人進行交際的終極理想無限延緩，致使教學法作為語法體系傳輸媒介的首要任務無法達成。

L2教學媒體的功能是作為輔助L2教學的工具，其優越性在於，能夠突破課堂教學上時間性與空間性的侷限。在教學媒體機械性操作程序視為等值的條件下，我們從上述針對教學法優劣的說明與評價指標，同理可推，

評價教學媒體的優劣伯仲，也就好壞分明。因此，在此不再贅述。

心理學家Jerome Bruner認為最好的教學程序是依循真實的經驗到圖像的描述，再到象徵性或抽象的說明，這種順序的學習最可能成且適用於各種學習者(張霄亭等1995)。把字句教學媒體就是在把字句PG的理論基礎上，參考Jerome Bruner的教學理論，透過圖像媒介，以解決具體問題的任務性功能為導向的顯性互動式活動，來引領學習者建構把字句語義功能的概念，在把字句語義功能的帶動下，使學習者輕而易舉地內化把字句語法體系，甚至於漢語語法總體系。進而使學習者在日常生活中，能夠因應各種各樣的交際溝通需求，且能夠主動創造需求。以下我們說明把字句教學媒體的製作方法，並示範教學內容。

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6.2.3 把字句數位學習媒體的製作動機

我們製作把字句數位互動式情境教學媒體，以下簡稱為把字句PG教學媒體的動機如下：

1) 把字句是現代漢語語法體系的櫥窗。協助學習者透過充滿趣味性與實用性的把字句教學媒體的輔助，迅速掌握把字句語法體系。更在把字句語法體系的基礎上，藉由類比(analogy)的機制，促成學習者在最短的學程內，掌握漢語語法總體體系。進而創造出合乎漢語語法的語句，與國人進行既有效又得體的言談交際活動。

2) 減輕教學者負擔，彌補教學者教學盲點，並便於教學者課堂教學上隨時取用。同時，充分滿足學習者自學的動機與快感，使學習者在完成顯性的任務性活動下，不知不覺地內化了把字句的語法體系，加速把字句語法體系與漢語語法總體系的習得。

3) 藉把字句教學媒體的製作檢討教學法與語言教學媒體的普遍缺失。這個部份我們已經在上一小節行文說明了，不再贅述。

3

6.2.4 把字句數位學習媒體的製作說明與示範

為了將把字句語法體系作全面性的傳輸，我們分別把語義功能 (function)與語義功能次類、語法結構(structure)與語法結構次類(基式結構、延伸結構、與其他結構並列式)、把字句使用條件(usage)、變式(如：

肯定式、否定式等)、變形式(如：話題句、被字句等)，以各單元分門別類立方式，作全面性的解說與練習。此外還有綜合運用單元作為各階段習得的檢驗。為了便於教學者、學習者操作，我們以最為簡易便利的Powerpoint 來製作，配上既生動、活潑又真實、有趣的動畫或影片，來作為情境引導，

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進而導入任務性功能，使學習者在完成任務性的活動下，充分習得把字句語法體系。由於篇幅有限，以下我們僅以七個範例加以說明，這七項範例由易而難，彼此間有等級關係，每個範例都能夠向易或往難處延伸擴展。

我們也實際製作了部份Powerpoint供參考。請參閱附件。

1) 熱身篇：標題──我們一起來做健身操。

目的：透過體操口令與肢體伸展運動，令學習者經由聽辨､理解能力先熟悉把字句基式結構。

影片引導：30秒簡易體操。然後依據各個動作逐一進行。

2) 趣味導正篇：

把字句的賓語可以是“方位＂(locative)，因此動前介的在字句，加上處置義的語義功能，就能轉換成把字句。漢語動前介表方位的在字句，由於涉及大小容器概念上的認知錯覺，會產生令人為之發噱的歧義現象。例如：“他在黑板上寫字。＂的歧義：1)他把字寫在黑板上2)*他人站在或趴在黑板上寫字。“他在花瓶裡插花＂的歧義：1)他把花插在花瓶裡2)*他人在花瓶裡然後插花。“他在廣告上貼傳單＂的歧義：1)他把傳單貼在廣告上2)他人站在廣告看板上貼傳單。

我們為了使學習者確知動前介的方位在字句與把字句之間的轉換關係，同時，也藉此引導學習者理解這類在字句在表達上的歧義性，可透過轉換為把字句來獲得解決。因而製作了導正趣味篇單元。示範如下：

導正趣味篇：標題－這是怎麼回事啊？情境－有人聽到“他在鍋子裡炒菜＂、“他在壁爐裡點火＂、“他在花瓶裡插花＂、“他在黑板上寫字＂

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時，在腦海中就浮現了人進入一個炒菜鍋子裡，然後在鍋子裡進行炒菜的動作，或全身進入壁爐裡點火，或擠進花瓶裡去插花，或努力地攀爬在黑板上試圖寫字的影像。

引導媒介：影片、照片、簡筆漫畫。

練習重點：步驟一引領學習者說明從引導媒介所看到的滑稽意象。步驟二引導學習者把合乎把字句條件的在字句轉換成把字句。步驟三引領學習者讓學習者確知把字句與在字句之間的轉換條件。

3) 七項基式結構篇：誰把蛋糕吃了？

目的：令學習者在活動中內化七個基式結構。

系列實務照片引導：由照片呈現各種動作與動後成份的關連性。

4) 語義功能(處置義與疏忽義與把字句外部結構區辨)篇：標題－他把帽子怎麼了？

引導媒介：動畫。動畫時間長度：40秒。動畫內容：一個不小心，小男孩把帽子扔到樹上，他想辦法把帽子弄下來，可是他的辦法沒法子把帽子弄下來，最後有人幫助他，終於把帽子弄下來了。

完成任務：請幫助小男孩解決問題──把帽子弄下來。

練習內容：步驟１他把帽子怎麼了？以把字句說明小男孩面臨的問題。步驟2他打算怎麼把帽子弄下來？步驟3他把帽子弄下來了嗎？

否定式。步驟4怎麼辦？誰把帽子弄下來了？步驟5請你幫他想辦法把帽子弄下來。

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5) 命名篇：我們把小寶貝叫做什麼名字呢？

情境：有對夫婦即將誕生一個小寶寶，他們並不知道小寶貝的性別，但是他們想先為小寶貝取一個好名字。

引介媒體：男女嬰照片與各行各業名人照片。

任務：你是這對夫婦其中的一位，你將為小寶貝取名子，如果是個男孩，

你會把他叫做什麼？如果是個女孩你會把她取什麼名字？

活動內容：以古今中外名人圖像，引導學習者為孩子命名的方向，如：男嬰則取偉大、英俊、聰明、權勢、仿大自然等；女嬰命名取向：

美麗、賢淑、可愛、花朵、玉石等類。

6) 搬家篇：標題－請幫王明想想辦法。情境－王明要搬家，他的東西太多，

可是新房子太小，怎麼辦？請你替他想想辦法？他應該把哪些東西賣掉，把哪些東西扔掉，把哪些東西送給朋友，把哪些東西留下來。

引導媒介：各種實物照片。

7) 神奇的魔術篇：標題─他把手怎麼了？

引導媒介：影片。影片長度約30秒。

影片內容：以手掌變成各種各樣的動物。

練習內容：引導學習者以敘述動作順序的結構，分別說明手掌魔術變換的類別：先把X變成Y，再把Y變成Z，然後再把Z變成A，再把A 變成B，最後把B變成C。

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8) 新舊社區改建篇：標題－請把社區現代化。

任務－你是一位建築師，負責改建計畫，你認為怎麼做最好。

引導媒介：兩張新舊社區對照圖。舊社區擁擠、髒亂；新社區有公園、運動場、圖書館、購物中心等。

練習重點：引導學習者以把字句說出前後做了什麼改變。

9) 健康食譜計畫篇：標題－我該怎麼把體重變輕呢？

情境：醫生警告明新體重超重了，一定要控制食物了。

任務：你是營養師，請為明新計畫減重食譜。

引導媒介：兩張飲食清單。一張是明新過去在一天當中的飲食清單；一張是理想的健康飲食清單，你怎麼把明新的飲食清單變成健康清單呢？

練習重點：學習者藉由簡易的熱量控制與換算，引導學習者以把字句提出各種合於理想的健康食譜。

10) 請你把這些精緻的藝術作品介紹給外賓！

情境：有一系列非常精美的工藝作品，正在市立美術館展出。

引介媒體：手工草編系列精緻作品實物照片，

任務：你是市立美術館的導覽人員，今天有一批接受總統邀請的外賓來參觀這項展覽。你的任務是必須把這些作品介紹給來賓，好讓他們因為你的介紹，更加了解你的國家在藝術上的成就。請你根據作品的材料、造型、人物的行動等等，以把字句加以說明，

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6.3. 小結

在鄧守信(2003)PG的理論框架與方法學的啟思下，我們製做出充分滿足語言交際效益的把字句PG。再把字句PG的引導下，我們製做出學生語法，藉由學習者母語的引領，能夠使學習者順利理解把字句的體系，同時產生強烈使用動機，與目標語人士進行適切得體的交際活動。我們也以把字句語義功能為導向，以把字句次類結構的教學排序與等級化為皈依的教學媒體，藉此帶動以解決問題為任務功能取向的教學法。使把字句的教學從此走出機械式，無所依循的夢魘，邁入二十一世紀L2滿足全面性交際效益的全新境界。

我們以四個完成的數位式情境練習模式，這幾個練習模式都較集中於中級程度，但每個練習模式都能夠依據情境的主架構向易或往難處擴充發展，示範如下(請翻下頁)：【圖6.1】

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誰把蛋糕吃了？

Who ate the cake?

Situation

I bought my favorite cake and placed it on the table. I am planning to eat it this evening.

I did everything I needed to do and prepared to enjoy a tasty treat. Who would have thought, the cake had disappeared?!

I am thinking:

情境(situation)

我買了一個最喜歡吃的蛋糕，放在餐桌上，打算晚上吃。

我把事情都做完了以後，準備享受我心愛的蛋糕。沒想到蛋糕不見了？！

我心裡想：

誰把蛋糕吃了？

Who ate the cake?

誰把蛋糕吃完了？

Who was it that finished the cake?

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媽媽說：我把蛋糕放在冰箱裡了。

Mom said:I put the cake in the refrigerator.

我把蛋糕(從冰箱裡)拿出來

I took the cake out of the refrigerator.

我把蛋糕切成八塊

I cut the cake into eight pieces.

我們把蛋糕吃得乾乾淨淨 We finished every crumb.

我們把桌子整理了一下 I straightened up the table.

我把垃圾清一清

I took care of the trash (while I was at it).

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代換1

我把(那盒)糖吃了。

我把(那盒)糖吃完了。

我把(那盒)糖吃到肚子裡。

我把(那盒)糖吃下去。

*?我把(那盒)糖吃得很高興。

我把(那盒)糖吃了半盒。

我把(那盒)糖吃了又吃。

代換2

我把汽車洗了。

我把汽車洗好了。我把汽車洗乾淨了。

*我把汽車洗在馬路上。我在馬路上洗車。

*我把汽車洗下去(出去、回來)了。

我把汽車洗得很乾淨。

我把汽車洗了一遍。

我把汽車洗一洗。

代換3

我把汽車賣了。

我把汽車賣掉了。

我把汽車停在馬路上。

我把汽車賣出去了。

我把汽車賣得很便宜。

我把汽車賣了七輛。

我把汽車賣(一)賣。

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Oops! What happened to him?

情境(situation)

Task

When you have watched this short film, please narrate the details using the “ba” construction.

Then, tell us how you think this boy’s hat got into the tree. Do you think it was an accident or did he do it on purpose?

How could you prove that it was an accident or that he threw the hat into the tree on purpose.

If you were this little boy, what would you do?

任務

請你看完這個影片，把這個影片的內容，用把字句來敘述。

然後請你告訴我們，你認為這個小男孩是怎麼把帽子弄到樹上去的，你認為他是不小心的？還是故意的？

怎麼證明他是不小心，還是故意的？

如果你是這個小男孩，你怎麼辦？

Remember

In our study of the “ba” construction not only have we encountered the basic construction, but also many different variations: ie. negation, question, and emphatic constructions.

Aside from these, there is yet another series of sentence patterns related to the “ba” construction.

These sentence patterns may be interchangeable, but they follow certain rules.

If you can master the above material, then your

“ba” construction skills shall be well honed.

請注意

在我們把字句的各種練習當中，不但有基本的

把字句結構，還包括把字句的變式結構，也就是否定式、疑問式、強調式。

除了這些以外還有一系列跟把字句有關係的句

式，這些句式彼此之間能夠轉換，但是轉換有一定的條件。

如果能夠掌握上面這些部份，你的把字句工夫

就練得非常厲害了。

(29)

What did he do with his hat?

他把(他的)帽子怎麼了？

他 He

帽子 hat

扔到 threw (to)

樹上 (in/on) the tree

他把帽子扔到樹上了！

He threw the hat into the tree.

他怎麼把帽子弄下來呢？

How did he get the hat down?

他 He

拿 take

石頭 a rock

打 hit

帽子 the hat

他拿石頭打帽子。

→他拿石頭把帽子打下來。

He hit the hat with a rock. /He threw a rock at the hat.

他把石頭當作什麼呢？

How did he use the rock?

他 He

石頭 the rock

當作 to use as

工具 a tool

他把石頭當作工具。

He used the rock as a tool.

他把帽子打下來了嗎？

Did he get the hat down?

不。No .

他沒把帽子打下來。

He did not get the hat down.

*他不把帽子打下來。(不願意)

*He not get the hat down. (unwilling)

*他把帽子沒打下來。

*He did not the hat get down.

*他把帽子不打下來。

*He the hat did not get down.

他沒把帽子打下來。

He didn’t get the hat down.

是誰把帽子弄下來的呢？

Who got the hat down?

是一個小女孩。

It was a young girl.

她爬到樹上去把帽子拿下來嗎？

Did she climb into the tree to get the hat down?

不﹐不是的。

No, she did not.

她不是爬到樹上去把帽子拿下來，

She did not climb into the tree to get the hat down.

她是拿竹竿把帽子打下來的。

She used a bamboo pole to knock the hat down.

請換成把字句

Please change to the “ba” construction:

他扔帽子扔到樹上了。 → 把字句

He threw the hat into the tree. /

He threw the hat and it went into the tree.

他把帽子扔到樹上了。

He threw the hat into the tree. /

他的帽子扔到樹上了。 → 把字句

His hat was thrown into the tree.

他﹐帽子扔到樹上了。 → 把字句

As for him, his hat was thrown into the tree.

帽子﹐他把它扔到樹上了。 → 把字句

As for the hat, he threw it into the tree.

(30)

請換成被字句

Please change to “bei” construction:

他的帽子被他扔到樹上了。

His hat was thrown into the tree by him.

他的帽子被(Φ)扔到樹上了。

His hat was thrown into the tree by (Φ).

(Φ)帽子被他扔到樹上了。

(Φ) hat was thrown into the tree by him.

(Φ)帽子被他給扔到樹上了。

(Φ) hat was thrown into the tree by him. (emphatic)

(Φ)帽子被(Φ)扔到樹上了。

(Φ) hat was thrown into the tree by (Φ).

他怎麼了？

What Happened to him?

這個問題的範圍比把字句大，你可以怎麼說？

The scope of this question is greater than the “ba” construction. What could you say?

他的帽子在樹上。

His hat is in the tree.

他，帽子在樹上。

As for him, his hat is in the tree.

他扔帽子扔到樹上了。

想想看，還有嗎？

Can you think of any more possibilities?

帽子在哪兒？

Where ’s the hat?

這個問題，你可以怎麼說？

How could you answer this question?

帽子掛在樹上了。

The hat is hanging on the tree.

他的帽子掛在樹上了。

His hat is hanging on the tree.

他把它扔到樹上了。

He threw it into the tree.

帽子被他扔到樹上了。

He threw his hat into the tree.

帽子他把它扔到樹上了。

想想看，還有嗎？

Can you think of any more possibilities?

想想看Think about it…

如果你不小心把帽子扔到樹上了﹐你怎麼辦？

If you accidentally threw your hat into a tree, what would you do?

你要怎麼做才能把帽子弄下來？

How could you get the hat down?

你會把什麼當作工具呢？

What would you use as a tool?

想想看Think about it…

你想小男孩是不小心把帽子扔到樹上的？還是故意

的？

Do you think the boy threw the hat into the tree by accident, or did he do it on purpose?

為什麼你認為他是不小心的？

Why do you think it was an accident?

你怎麼證明？

How could you prove it?

為什麼你又認為他是故意的？

Why do you think he did it on purpose?

你要怎麼證明？

How could you prove it?

(31)

What will you do?

你該怎麼辦？

情境(situation)

敘述(Description)

What did this father do with his child?這位父親把他的孩子怎麼了？

The father put the child in the luggage compartment.

這位父親把孩子關在行李箱裡。

Why did the father put the child in the luggage compartment?

為什麼這位父親要把他的孩子關在行李箱裡？

Because: the child was using the newspaper as a…(toy).

the child was using the airplane as a…(playground).因為：孩子把報紙當作…(玩具)。孩子把機艙當作…(遊

樂場)

Task 1

The flight attendants and the passengers are all thinking the same thing: Can you lock a child in the overhead compartment?

You are an expert in the protection of child rights, what should you do?

Do parents have the right to do whatever they want with their children?

Parents do not have the right to do whatever they want with their children.

Does the law allow parents to do whatever they want with their children?

The law does not allow parents to do whatever they want with their children?

任務一(Task 1)

飛機上的空幅員與乘客心裡都想著同樣的一個問題：可以把孩子

關在行李箱裡嗎？The flight attendants and the passengers are all thinking the same thing

你是一位保護兒童的法律專家，你該怎麼辦？

Can you lock a child in the overhead compartment? You are an expert in the protection of child rights, what should you do?

父母有權利想把孩子怎麼樣就怎麼樣嗎？

Do parents have the right to do whatever they want with their children?

父母沒有權利想把孩子怎麼樣就怎麼樣。Parents do not have the right to do whatever they want with their children.

法律允許父母想把孩子怎麼樣就怎麼樣嗎？

Does the law allow parents to do whatever they want with their children?法律不允許父母想把孩子怎麼樣就怎麼樣 The law does not allow parents to do whatever they want with their children.

Task 2

If you were the father, what would you do?

Would you do the same as him, and put the child in the luggage compartment?

I would not put the child in the luggage compartment.

What do you believe is the best solution?

Please describe your thoughts.

1. I would bring a toy or a book that the child likes onto the plane, and give these toys to the child at this time.

2. I would call for the flight attendant, and ask that he or she provide a toy for my child.

(32)

任務二(Task 2)

If you were the father, what would you do?如果你是這位父親，你怎麼辦？

Would you do the same as him, and put the child in the luggage compartment?你會跟他一樣把孩子關在行李箱裡嗎？

I would not put the child in the luggage compartment.我不會把孩子關在行李箱裡。

What do you believe is the best solution?你認為怎麼做更好？

Please describe your thoughts.請把你的意見說明一下。

1. I would bring a toy or a book that the child likes onto the plane, and give these toys to the child at this time.一、我會把孩子喜歡的玩具或故事書帶著，這個時候把這些玩具拿出來給他玩。

2. I would call for the in-flight attendant, and ask that they provide one of the toys on the plane for my child.二、我會把空服員找來，

請她把飛機上提供給小孩子玩的玩具給我的孩子。

任務三(Task 3)

你是一位汽車廣告商，請你把這個例子當作賣點。

請你用把字句來說明在這種情形下，開

車比搭飛機好。

(33)

What’s a magical thing!

請把“把”放進句子裡

Please place “ba” into the sentences.

情境(situation)

There is a series of fine handicrafts on display at the city arts museum.

有一系列非常精美的工藝作品，正在市立美術館展出。

Task

You are a tour guide for the city arts museum.

Today there is a group of foreign guests visiting the display by invitation of the President.

Your task is to introduce these art works to the guests, so that they may gain a better understanding of your nation’s artistic achievements.

Please use the “ba” construction to describe the materials, shapes, and actions of the people.

任務

你是市立美術館的導覽人員，今天有一批接受總統邀請的外賓來參觀這項展覽。

你的任務是必須把這些作品介紹給來賓，好讓他們因為你的介紹，更加了解你的國家在藝術上的成就。

請你根據作品的材料、造型、人物的行動等等，以把字句加以說明

藝術家把草編成什麼？

What did the artist weave from the grass?

藝術家 The artist

草 straw

編成 weave

船 boat

人 people

藝術家把草編成船和人。

The artist wove a boat and people out of straw.

(34)

她把草編成什麼？

What did she weave from the grass?

她 She

草 straw

編成 weave

馬車 carriage

她把草編成馬車。

She wove a carriage out of straw.

這些人打算把船推到哪兒？

Where do these people plan to push the boat?

他們 They

打算 plan

船 boat

推到 push to

海裡 in the ocean

他們打算把船推到海裡。

They plan to push the boat into the ocean.

他們做什麼？

What are they doing?

他們 They

馬車 carriage

停下來 stop

他們把馬車停下來

They stopped the carriage.

第六章 把字句學生語法與教學法