%0 Journal Article
%T “V着V着就X”格式中副词“就”的语义内涵及语用功能探析<br>Analysis of the Semantic Connotation and Pragmatic Function of the Adverb “就” in the Format “V着V着就X”
%A 曹宇博
%J Modern Linguistics
%P 257-263
%@ 2330-1716
%D 2024
%I Hans Publishing
%R 10.12677/ML.2024.121038
%X “V着V着就X”是一种常见并富有特色的结构，指的是由动词“V”后附动态助词“着”重叠以后，用时间副词“就”承接，再加动词性或形容词性短语“X”的结构。在目前的研究中，对典型的由副词“就”主要参与构成的特殊格式，如“一……就……”、“A就A”研究较多，但是对“V着V着就X”这一格式的讨论较少，对“V着V着就X”的教学问题的研究也显得比较薄弱。笔者在对《发展汉语中级综合》和《博雅汉语》等进行研读的过程中，发现该格式在对外汉语教学教材中的释义普遍存在不够全面的问题。故本文以探索解决对外汉语教学中的上述问题为出发点，对“V着V着就X”格式中的副词“就”从语义内涵和语用功能上集中进行了阐释，并结合对外汉语教学实践，提出如何完善“V着V着就X”教学的建议，希望对对外汉语“V着V着就X”格式的教学有所帮助。<br />
The structure “V着V着就X” is a common and distinctive pattern, referring to a construction where the verb “V” is followed by the dynamic auxiliary word “着,” overlapped, connected by the temporal adverb “就,” and further complemented by a verb or adjective phrase “X.” In current research, there is a greater focus on typical special formats involving the adverb “就,” such as “一……就……” and “A就A,” while discussions on the format “V着V着就X” are relatively scarce. The study of teaching issues related to “V着V着就X” also appears to be underdeveloped. Through the examination of textbooks like “Developing Chinese Intermediate Comprehensive” and “Boya Chinese,” it was observed that the interpretation of this format in teaching materials for Chinese as a foreign language is generally incomplete. Therefore, this article aims to explore solutions to the aforementioned problems in teaching Chinese as a foreign language. It focuses on providing a comprehensive interpretation of the adverb “就” in the structure “V着V着就X” in terms of semantic content and pragmatic functions. By combining insights from actual Chinese language teaching practices, the article proposes sug-gestions on how to enhance the teaching of the “V着V着就X” format, with the hope of assisting learners in better understanding this structure in the context of teaching Chinese as a foreign lan-guage.
%K “V着V着就X”，“就”，语义内涵，语用功能，教学建议<br>“V着V着就X”
%K “就”
%K Semantic Connotation
%K Pragmatic Function
%K Teaching Suggestions
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=79452