“构式–语块”理论下的汉语存现句国际中文教学研究
Research on Chinese Existential Sentence in the Context of the “Construction-Chunk” Theory in the Teaching of Chinese as a Foreign Language

汉语存现句在汉语中有较为独特的表达功能。如何能让学生在习得存现句构式结构的同时，能够领悟其语用功能从而做到使用恰当，一直都是汉语教学中的重点和难点。留学生在实际掌握时，对于汉语存现句这一重点的习得情况并不理想，偏误较多，这是由于汉语与其他语言在认知和表达上存在一定的差异。而在教学中存现句内部规则和语用功能的讲解不足，也是导致存现句习得困难的重要原因。因此，本文以研究如何提高汉语存现句的教学和习得效率为目的，试图探析“构式–语块”理论指导下存现句构式的教学框架。
Chinese existential sentence has a unique expression function in Chinese. However, it is very dif-ficult for students to learn the existential sentence structure and understand its pragmatic func-tion so as to use it properly in the Chinese teaching process. The acquisition condition of international students failed to achieve the expected level in the aspect of existential sentence structure. They generally made some mistakes arising from the difference of cognition and expression between Chinese and international students. In addition, the insufficient illustration of internal rules and pragmatic functions about the existential sentence is also a significant reason of acquisition difficulty for international students. Therefore, this paper will explore the teaching framework of existential sentence to improve the Chinese teaching and acquisition efficiency for international students based on the construction-chunk approach.