{"id":413,"date":"2010-12-24T15:27:11","date_gmt":"2010-12-24T07:27:11","guid":{"rendered":"http:\/\/www.atcsl.org\/blog\/?p=413"},"modified":"2018-05-24T17:41:01","modified_gmt":"2018-05-24T09:41:01","slug":"%e3%80%8a%e8%87%ba%e7%81%a3%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e7%a0%94%e7%a9%b6%e3%80%8b%e7%b8%bd%e7%ac%ac%e4%b8%80%e6%9c%9f%ef%bc%882010-12%ef%bc%89","status":"publish","type":"post","link":"http:\/\/www.atcsl.org\/blog\/%e3%80%8a%e8%87%ba%e7%81%a3%e8%8f%af%e8%aa%9e%e6%95%99%e5%ad%b8%e7%a0%94%e7%a9%b6%e3%80%8b%e7%b8%bd%e7%ac%ac%e4%b8%80%e6%9c%9f%ef%bc%882010-12%ef%bc%89\/","title":{"rendered":"\u300a\u81fa\u7063\u83ef\u8a9e\u6559\u5b78\u7814\u7a76\u300b\u7e3d\u7b2c\u4e00\u671f\uff082010.12\uff09"},"content":{"rendered":"<h5 style=\"text-align: center;\"><strong>\u76ee\u9304<\/strong><\/h5>\n<h5 style=\"text-align: center;\"><strong>Table of Contents<\/strong><\/h5>\n<ol>\n<li>\u5c0d\u5916\u6f22\u8a9e\u8072\u8abf\u6559\u5b78\u4e4b\u73fe\u72c0\u8207\u6559\u5b78\u6cd5\u00a0\u00a0\u5211\u5fd7\u7fa4<br \/>\nTone Pedagogy and Acquisition in Teaching Chinese as a Foreign Language by Janet Zhiqun Xing<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u6587\u901a\u904e\u5c0d\u6bd4\u5206\u6790\u6f22\u8a9e\u8a9e\u97f3\u7684\u7279\u9ede\uff0c\u4ee5\u53ca\u524d\u4eba\u5c0d\u6f22\u8a9e\u8072\u8abf\u548c\u8a9e\u8abf\u6559\u5b78\u7684\u7814\u7a76\u7d50\u679c\uff0c\u63a2\u8a0e\u5c0d\u5916\u6f22\u8a9e\u8072\u8abf\u6559\u5b78\uff0c\u7279\u5225\u662f\u5c0d\u82f1\u6f22\u8a9e\u4e4b\u8072\u8abf\u6559\u5b78\u4e4b\u6559\u5b78\u6cd5\u3002\u7d50\u679c\u8868\u660e\u6f22\u8a9e\u5167\u90e8\u7684\u8072\u8abf\u548c\u8a9e\u8abf\u7684\u5e72\u64fe\u4ee5\u53ca\u5b78\u751f\u6bcd\u8a9e\u7684\u5e72\u64fe\u662f\u9020\u6210\u4ed6\u5011\u5b78\u7fd2\u6f22\u8a9e\u8072\u8abf\u56f0\u60d1\u7684\u5169\u500b\u4e3b\u8981\u539f\u56e0\u3002\u6839\u64da\u9019\u7a2e\u60c5\u6cc1\uff0c\u7b46\u8005\u63d0\u51fa\u8072\u8abf\u548c\u8a9e\u8abf\u4e92\u52d5\u7684\u6559\u5b78\u6cd5\uff0c\u4e26\u4e14\u901a\u904e\u6559\u5b78\u5be6\u8e10\u6f14\u793a\u3001\u8aaa\u660e\u5728\u6559\u5b78\u4e2d\u53ea\u6709\u5f37\u8abf\u7247\u8a9e\u7684\u8072\u8abf\u548c\u8a9e\u8abf\u7684\u4e92\u52d5\uff0c\u5b78\u751f\u624d\u80fd\u771f\u6b63\u638c\u63e1\u3001\u5b78\u597d\u6f22\u8a9e\u7684\u8072\u8abf\u3002<\/li>\n<\/ul>\n<p>This study investigates the current popular methodologies used for teaching Chinese tones to non-native speakers, particularly English native speakers. Contrastive analysis is used to show that the difficulty in acquiring Chinese tones arises from two types of interference: interference between tones and intonations, and interference between Chinese intonations and those of the students&#8217; native language. Evidence from this study suggests that the best way to help students learn tones is to teach phrasal \/ sentential tones and intonation, rather than individual tones.<\/p>\n<ol start=\"2\">\n<li>\u8a5e\u7fa9\u6210\u5206\u5728TCSL\u7684\u5206\u6790\u8207\u61c9\u7528\uff0d\u5f9e\u300c\u5403\u9ea5\u7576\u52de\u300d\u8ac7\u8d77\u00a0\u00a0\u8a31\u9577\u8b28<br \/>\nSemantic Components and Their Analysis and Application in TCSL-Taking &#8220;Eating McDonald&#8217;s&#8221; as an Example by\u00a0Chang-Mo Hsu<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u8a9e\u8a00\u4e2d\u7684\u8a9e\u7fa9\u554f\u984c\u5e38\u4f9d\u9644\u5728\u8a9e\u97f3\u6216\u69cb\u8a5e\u8a9e\u6cd5\u4e2d\u5448\u73fe\uff0c\u5f62\u6210\u8a9e\u8a00\u7684\u7d50\u69cb\u95dc\u4fc2\uff08Structuralism\uff09\u3002\u5c0d\u5916\u83ef\u8a9e\u6559\u5b78\u7684\u5b78\u7fd2\u8005\u591a\u5c6c\u6210\u5e74\u7684\u5916\u570b\u4eba\uff0c\u6e9d\u901a\u6642\u6bd4\u8f03\u91cd\u8996\u8a9e\u7fa9\u7684\u6b63\u78ba\u6027\u3002\u7531\u65bc\u5b78\u7fd2\u8005\u7684\u97f3\u97fb\u3001\u8a9e\u6cd5\u80fd\u529b\u8584\u6dfa\uff0c\u76f4\u63a5\u5f71\u97ff\u5230\u5c0d\u8a9e\uff08\u8a5e\uff09\u7fa9\u7684\u9818\u6703\uff0c\u800c\u5176\u96a8\u6a5f\u6216\u7a4d\u84c4\u800c\u8ff8\u767c\u7684\u8a9e\u7fa9\u554f\u984c\u5f80\u5f80\u6216\u56e0\u8df3\u812b\u6559\u5b78\u8005\u6bcd\u8a9e\u7684\u69cb\u8a5e\u8207\u8a9e\u7528\u7fd2\u6027\uff0c\u81f4\u6559\u5b78\u8005\u63aa\u624b\u4e0d\u53ca\uff1b\u6216\u56e0\u5e73\u65e5\u7fd2\u7109\u4e0d\u5bdf\u7684\u554f\u984c\u5728\u6559\u5b78\u7576\u5834\u63d0\u554f\uff0c\u800c\u4f7f\u6559\u5e2b\u96e3\u4ee5\u7b2c\u4e00\u6642\u9593\u56de\u61c9\u3002\u56e0\u6b64\uff0c\u83ef\u8a9e\u6559\u5e2b\u9808\u6709\u4e00\u5b9a\u7684\u8a8d\u77e5\u3002\u5728\u8a5e\u7fa9\u7684\u57fa\u672c\u5206\u6790\u6642\uff0c\u97f3\u97fb\u554f\u984c\u4e00\u78ba\u7acb\uff0c\u5c31\u9808\u76f4\u63a5\u9762\u5c0d\u69cb\u8a5e\u6216\u8a9e\u6cd5\u7684\u6a6b\u5411\u7d44\u5408\uff08Syntagmatic\uff09\u95dc\u4fc2\uff0c\u5148\u7531\u4e0a\u4e0b\u8a9e\u5883\uff08Co-text\uff09\u78ba\u7acb\u8a9e\u611f\u7684\u6b63\u78ba\u5ea6\uff0c\u518d\u7e31\u5411\u7684\u5617\u8a66\u5176\u4ed6\u7684\u805a\u5408\uff08Paradigmatic\uff09\u95dc\u4fc2\uff0c\u4ee5\u78ba\u8a8d\u76f8\u4f3c\u8a5e\u7684\u6b63\u78ba\u5ea6\u3002\u5f8c\u8a2d\u6aa2\u9a57\u4e2d\uff0c\u7b26\u865f\u5b78\u4e09\u89d2\u5f62\uff08Triangle of Semiology\uff09\u4e2d\u300cWord\uff08Symbol\uff09- Thought\uff08Concept\uff09- Thing\uff08Referent\uff09\u300d\u7684\u905e\u5ef6\u95dc\u4fc2\u662f\u500b\u5206\u6790\u539f\u5247\u3002\u4f46\u5728\u5ef6\u4f38\u61c9\u7528\u6216\u8209\u4f8b\u6642\uff0c\u4f7f\u7528\u8a9e\u610f\u6210\u5206\uff08Semantic Components\uff09\u7684\u6790\u96e2\u53ca\u4e0a\u4e0b\u7fa9\u4f4d\u7684\u6aa2\u7ac5\uff0c\u6216\u50b3\u7d71\u8a9e\u7fa9\u5b78\u540c\u7fa9\u8a5e\u6216\u53cd\u7fa9\u8a5e\u7b49\u89c0\u5ff5\u505a\u5c0d\u6bd4\u4f86\u6aa2\u9a57\u8a9e\u7fa9\u7684\u5408\u5b9c\u5ea6\uff0c\u90fd\u53ef\u4ee5\u589e\u9032\u6559\u5b78\u6642\u5c0d\u83ef\u8a9e\u8a5e\u7fa9\u7684\u78ba\u8a8d\u3002\u672c\u8ad6\u6587\u610f\u5716\u5229\u7528\u5e7e\u500b\u5be6\u969b\u6709\u6548\u7684\u89d2\u5ea6\uff0c\u4ee5\u5be6\u969b\u6559\u5b78\u70ba\u4f8b\uff0c\u63a2\u8a0e\u8a9e\u7fa9\u5b78\uff08Semantics\uff09\u7684\u5206\u6790\u8207\u61c9\u7528\u3002\u7531\u65bc\u7bc4\u570d\u904e\u5927\uff0c\u56e0\u6b64\u64ec\u5f9e\u300c\u6211\u5011\u53bb\u5403\u9ea5\u7576\u52de\u300d\u4e00\u53e5\u6f38\u6f38\u901a\u884c\u7684\u8a71\u8a9e\u8ac7\u8d77\uff0c\u8209\u7528\u5f15\u51fa\u76f8\u95dc\u7684\u6559\u5b78\u539f\u7406\uff0c\u9032\u4ee5\u8a9e\u7fa9\u5b78\u7406\u8ad6\u8ad6\u6790\u5982\u4f55\u8f14\u52a9\u5c0d\u5916\u83ef\u8a9e\u4e4b\u6559\u5b78\u3002<\/li>\n<\/ul>\n<p>Problems with semantics are often related to phonetic and syntactic issues, and reveal the nature of the structure of language. Most learners of Chinese as a second language are foreign adults, for whom accurate meaning is very important, but whose insufficient phonological and syntactic competence obstructs comprehension. However, their semantics-related questions during class are often impossible for teachers to answer using only their native speaker intuition. As a result, common but easily-missed problems frequently baffle first-time instructors. Therefore, an effective Chinese language teacher should possess some understanding of semantics.At the basic level of semantic analysis, once phonological problems are established, the cross-sectional syntagmatic relationship between morphology and syntax must be directly confronted. First, context must be used to determine the accuracy of one&#8217;s language intuition, and then other paradigmatic relationships must be tested longitudinally to confirm the accuracy of similar words. The \u201dWord (Symbol) &#8211; Thought (Concept) &#8211; Thing (Referent)\u201d relationship of the Triangle of Semiology is an important analytical principle for attaining a proper understanding. However, while extending its application, we must use semantic components to examine the hyponymy, or the synonyms, polysemy and antonyms in classical semantics, and compare the appropriate usage. This can enhance the effectiveness of Chinese teaching.This paper attempts to use pedagogy as an example, and from several realistic perspectives explores the analysis and application of semantics. In order to narrow the scope of this study, we begin with the example sentence \u201dEating McDonald&#8217;s\u201d to elicit relevant pedagogical principles, and expound on ways for semantic theories to support the teaching of Chinese as a foreign language.<\/p>\n<ol start=\"3\">\n<li>\u6f22\u8a9e\u52d5\u8a5e\u300c\u751f\u300d\u7684\u8a9e\u610f\u767c\u5c55\u00a0\u00a0\u66f9\u9022\u752b\u3001 \u9673\u83d8\u9716<br \/>\nThe Semantic Development of the Chinese Verb &#8220;Sheng&#8221; by\u00a0Feng-Fu Tsao and\u00a0Sung-Lin Chen<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u6587\u5f9e\u300c\u4ee5\u4eba\u9ad4\u70ba\u672c\u300d\u548cSUMO\u77e5\u8b58\u672c\u9ad4\u67b6\u69cb\uff0c\u6b78\u7d50\u51fa\u52d5\u8a5e\u300c\u751f1\u300d\uff08\u4ea6\u5373\u4eba\u985e\u50b3\u5b97\u63a5\u4ee3\uff09\u59cb\u65bc\u4eba\u985e\u81ea\u8eab\u7684\u7d93\u9a57\u884c\u70ba\uff0c\u5f9e\u8a9e\u610f\u6838\u5fc3\u958b\u59cb\u5448\u73fe\u300c\u5e45\u5c04\u7d50\u69cb\u300d\u7684\u767c\u5c55\u5206\u4f5c\u4e09\u689d\u8def\u5f91\uff1a\u85c9\u8457\u96b1\u55bb\u6a5f\u5236\u6620\u5c04\u5230\u52d5\u7269\u3001\u690d\u7269\u3001\u4e8b\u614b\u6216\u4e8b\u4ef6\u7684\u51fa\u73fe\uff0c\u300c\u751f1\u300d\u7684\u8a9e\u610f\u9010\u6b65\u6cdb\u5316\u70ba\u300c\u751f2\u300d\uff08\u690d\u7269\u7684\u51fa\u751f\u3001\u4e8b\u614b\u7684\u767c\u751f\uff09\u3002\u518d\u5f9e\u300c\u751f1\u300d\u7684\u751f\u6b96\u6a21\u5f0f\uff0c\u5f15\u7533\u70ba\u300c\u6d3b\u8457\u300d\u5373\u300c\u751f3\u300d\uff1b\u4eba\u985e\u7684\u751f\u6b96\u6a21\u5f0f\u5f9e\u719f\u6089\u7684\u6bcd\u9ad4\u5230\u5916\u5728\u4e16\u754c\uff0c\u53ef\u4ee5\u8868\u793a\u5c0d\u65bc\u4e8b\u4ef6\u7684\u4e3b\u9ad4\uff08\u4eba\u3001\u4e8b\u3001\u7269\uff09\u5448\u73fe\u4e0d\u4e86\u89e3\u3001\u4e0d\u719f\u6089\u7684\u7a0b\u5ea6\u5373\u300c\u751f4\u300d\u3002<\/li>\n<\/ul>\n<p>This article analyzes the Chinese verb \u201dsheng\u201d by using the concept of embodied cognition, and utilizing the SUMO ontology framework. The results show that the semantic core of sheng, the verb sheng 1, refers to human reproduction and therefore originates from human behavior. From this core the word developed in three main directions. Sheng 2 developed through metaphorical generalization to refer to the birth of animals or plants, or the beginning of an event. Sheng 3 developed the meaning \u201dto be alive\u201d through sheng 1&#8217;s meaning of reproduction. Finally, sheng 4, which expresses a person or thing&#8217;s lack of understanding of or unfamiliarity with another person, place or situation, developed from the concept of leaving a mother&#8217;s womb and entering an unfamiliar world.<\/p>\n<ol start=\"4\">\n<li>\u83ef\u8a9e\u8fd1\u7fa9\u8a5e\u8fa8\u8b58\u96e3\u6613\u5ea6\u8207\u5b78\u7fd2\u7b56\u7565\u521d\u63a2\u00a0\u00a0\u8521\u7f8e\u667a<br \/>\nPreliminary Study on Strategies for Learning Near-Synonyms in TCSL by\u00a0Mei-Chih Tsai<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u5b78\u7fd2\u7b2c\u4e8c\u8a9e\u8a00\u5230\u4e86\u4e2d\u9ad8\u7d1a\u968e\u6bb5\uff0c\u8a9e\u8a00\u8868\u9054\u6e96\u78ba\u8207\u5426\u95dc\u9375\u4e0d\u518d\u662f\u8a9e\u6cd5\uff0c\u800c\u662f\u8a5e\u5f59\u3002\u7956\u4eba\u690d\uff081999\uff09\u8003\u5bdf\u4e2d\u9ad8\u7d1a\u968e\u6bb5\u83ef\u8a9e\u8a5e\u5f59\u504f\u8aa4\uff0c\u767c\u73fe\u4e3b\u8981\u96e3\u9ede\u5728\u65bc\u8fd1\u7fa9\u6df7\u6dc6\uff0c\u504f\u8aa4\u60c5\u5f62\u4ee5\u52d5\u8a5e\u70ba\u6700\uff0c\u540d\u8a5e\u3001\u5f62\u5bb9\u8a5e\u6b21\u4e4b\u3002\u672c\u6587\u91dd\u5c0d\u9019\u4e09\u500b\u8a5e\u985e\uff0c\u5916\u52a0\u526f\u8a5e\uff0c\u63a2\u8a0e\u76f8\u95dc\u8fd1\u7fa9\u8a5e\u7fa4\u96e3\u4ee5\u8fa8\u8b58\u7684\u539f\u56e0\u3002\u7814\u7a76\u65b9\u6cd5\u63a1\u554f\u5377\u8abf\u67e5\uff0c\u9996\u5148\u6bd4\u5c0d\u8fd1\u7fa9\u8a5e\u8a5e\u5178\u63c0\u9078\u8a5e\u7fa4\uff0c\u53c3\u7167\u8fd1\u7fa9\u8a5e\u5de5\u5177\u66f8\u6240\u9644\u8aaa\u660e\u548c\u7df4\u7fd2\u984c\u88fd\u4f5c\u554f\u5377\uff1b\u5176\u6b21\u767c\u653e\u5c31\u8b80\u4e2d\u9ad8\u7d1a\u83ef\u8a9e\u8ab2\u7a0b\u7684\u5916\u7c4d\u751f\u4f5c\u7b54\uff0c\u56de\u6536\u5f8c\u7d71\u8a08\u504f\u8aa4\u7387\uff0c\u85c9\u4ee5\u8a55\u91cf\u8a5e\u7fa4\u96e3\u6613\u5ea6\uff1a\u9032\u800c\u6aa2\u8996\u8aaa\u660e\u5167\u5bb9\u548c\u7b54\u984c\u8868\u73fe\uff0c\u78ba\u8a8d\u5b78\u7fd2\u96e3\u9ede\uff0c\u63a2\u8a0e\u76f8\u95dc\u5b78\u7fd2\u7b56\u7565\u548c\u6559\u5b78\u7b56\u7565\u3002<\/li>\n<\/ul>\n<p>Language learning at intermediate or high levels is mainly a matter of mastering vocabulary. According to Zu (1999), the use of near-synonyms is a major problem for learners at these levels. This study uses questionnaires to test how well intermediate and advanced CSL students can distinguish synonymous verbs, nouns, adjectives and adverbs. The error frequency in these questionnaires is used to evaluate the difficulty of distinguishing pairs of synonyms. Learning and teaching strategies are also discussed.<\/p>\n<ol start=\"5\">\n<li>\u6f22\u8a9e\u7684\u52d5\u8a5e\u522a\u7565\u53e5\u8207\u82f1\u6f22\u5c0d\u6bd4\u5206\u6790\u00a0\u00a0\u9b4f\u5ef7\u5180<br \/>\nVP-ellipsis in Mandarin Chinese: A Comparative Analysis by\u00a0Ting-Chi Wei<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<br \/>\n\u672c\u6587\u89e3\u6790\u6f22\u8a9e\u52d5\u8a5e\u522a\u7565\u53e5\u4e4b\u7126\u9ede\u7d50\u69cb\uff0c\u5f9e\u800c\u7406\u89e3\u6f22\u8a9e\u52d5\u8a5e\u522a\u7565\u7d50\u69cb\u7684\u8a0a\u606f\u672c\u8cea\uff1b\u66f4\u9032\u4e00\u6b65\u5f9e\u82f1\u6f22\u5c0d\u6bd4\u5206\u6790\u7684\u89d2\u5ea6\uff0c\u6bd4\u5c0d\u82f1\u6f22\u52d5\u8a5e\u522a\u7565\u53e5\u4e4b\u7570\u540c\u3002\u6211\u5011\u4e0d\u50c5\u91d0\u6e05\u4e86\u6f22\u8a9e\u52d5\u8a5e\u522a\u7565\u53e5\u4e4b\u7126\u9ede\u7d50\u69cb\u5916\uff0c\u4e5f\u91dd\u5c0d\u82f1\u6f22\u52d5\u8a5e\u522a\u7565\u53e5\u7684\u6307\u6d89\u53ca\u985e\u578b\uff0c\u4f5c\u4e86\u6e05\u695a\u7684\u6bd4\u8f03\uff0c\u671f\u671b\u6709\u52a9\u65bc\u4e86\u89e3\u6b64\u5169\u7a2e\u8a9e\u8a00\u52d5\u8a5e\u522a\u7565\u53e5\u7684\u57fa\u672c\u5dee\u7570\uff0c\u4e26\u5180\u671b\u5728\u83ef\u8a9e\u6559\u5b78\u4e0a\u6709\u6240\u555f\u767c\u3002<\/li>\n<\/ul>\n<p>This paper analyzes the focus structure of sentences with verb phrase ellipsis in Mandarin Chinese, and also contrasts ellipsis in English and Mandarin Chinese. Some pedagogical suggestions on the instruction of Mandarin VP-ellipsis are offered on the basis of these findings.<\/p>\n<ol start=\"6\">\n<li>\u83ef\u8a9e\u62d2\u7d55\u8acb\u6c42\u7684\u7b56\u7565\u5206\u6790\uff1a\u8a9e\u9ad4\u8207\u8a9e\u5883\u7684\u4f5c\u7528\u00a0\u00a0\u8b1d\u4f73\u73b2<br \/>\nAn Analysis of Strategies for Refusing Requests in Chinese: Stylistic an Contextual Factors by\u00a0Chia-Ling Hsieh<\/li>\n<\/ol>\n<ul>\n<li>\u6458\u8981<strong><br \/>\n<\/strong>\u672c\u7814\u7a76\u6839\u64da\u771f\u5be6\u7684\u8acb\u6c42\u60c5\u5883\u6b78\u7d0d\u83ef\u8a9e\u7684\u62d2\u7d55\u6a21\u5f0f\uff0c\u8a6e\u91cb\u5728\u7279\u5b9a\u8a9e\u9ad4\u8207\u8a9e\u5883\u8b8a\u56e0\u4f5c\u7528\u4e0b\u4e4b\u904b\u4f5c\u7279\u5fb5\u3002\u8a9e\u6599\u4f86\u81ea\u53f0\u7063\u5927\u5b78\u751f\u8207\u7814\u7a76\u52a9\u7406\u7684\u5c0d\u8a71\u5167\u5bb9\uff0c\u6e9d\u901a\u5a92\u4ecb\u5305\u62ec\u96fb\u8a71\u8207\u96fb\u90f5\uff1b\u62d2\u7d55\u6a19\u7684\u5305\u62ec\u52de\u5fc3\u8207\u52de\u529b\u8acb\u6c42\u3002\u7d50\u679c\u6307\u51fa\uff0c\u62d2\u7d55\u884c\u70ba\u4e00\u822c\u5305\u542b\u610f\u5716\u660e\u78ba\u7684\u62d2\u7d55\u8207\u963b\u56e0\u5169\u500b\u6210\u5206\uff0c\u5728\u96fb\u8a71\u4e2d\u51fa\u73fe\u9806\u5e8f\u4e0d\u5b9a\uff0c\u5076\u4ee5\u8fc2\u8ff4\u7b56\u7565\u53d6\u4ee3\uff1b\u5728\u96fb\u90f5\u4e2d\u504f\u597d\u5148\u8aaa\u660e\u963b\u56e0\u518d\u62d2\u7d55\uff0c\u4e26\u642d\u914d\u66f4\u591a\u9053\u8b1d\u8207\u9053\u6b49\u7684\u79ae\u8c8c\u7b56\u7565\u3002\u5169\u7a2e\u8a9e\u6599\u7684\u5dee\u7570\u53cd\u6620\u5a92\u4ecb\u7684\u7279\u6027\uff0c\u96fb\u8a71\u63a5\u8fd1\u53e3\u8a9e\u8a9e\u9ad4\uff1b\u96fb\u90f5\u63a5\u8fd1\u66f8\u9762\u8a9e\u9ad4\u3002\u8acb\u6c42\u985e\u578b\u4ea6\u5f71\u97ff\u62d2\u7d55\u6a21\u5f0f\uff0c\u5167\u5728\u963b\u56e0\u591a\u7528\u4ee5\u62d2\u7d55\u52de\u5fc3\u7684\u8acb\u6c42\uff1b\u5916\u5728\u963b\u56e0\u62d2\u7d55\u52de\u529b\u7684\u8acb\u6c42\uff0c\u53ef\u898b\u62d2\u7d55\u884c\u70ba\u8207\u8acb\u6c42\u6a19\u7684\u6709\u5176\u76f8\u4f9d\u6027\u3002\u7d50\u8ad6\u986f\u793a\u8a9e\u8a00\u3001\u8a9e\u9ad4\u8207\u8a9e\u5883\u7684\u4e92\u52d5\uff0c\u4e26\u70ba\u8a9e\u7528\u5206\u6790\u8207\u83ef\u8a9e\u6559\u5b78\u7684\u806f\u7e6b\u63d0\u4f9b\u4f8b\u8b49\u3002<\/li>\n<\/ul>\n<p>This study classifies Chinese refusals and examines their usage in particular styles and contexts. The refusals examined were in response to real-life request. The language data is drawn from telephone and email conversations between Taiwanese university students and research assistants. The results show that refusals tend to be explicit, and consist of a refusal and an impeding factor. In refusals made over the telephone these two components do not appear in a fixed order, and are occasionally replaced by indirect refusal strategies. In email the impeding factor often precedes the refusal, and politeness strategies such as gratitude and apology appear more often. These differences reflect the contrast between the styles of spoken and written communication. The nature of the request also affects the refusal. Internal impeding factors are often given in response to requests involving mental labor, while external impeding factors are given in response to requests that involve physical labor. The study&#8217;s conclusion explains the interaction between language, style and context, and provides examples that link pragmatic analysis and Chinese language teaching.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u76ee\u9304 Table of Contents \u5c0d\u5916\u6f22\u8a9e\u8072\u8abf\u6559\u5b78\u4e4b\u73fe\u72c0\u8207\u6559\u5b78\u6cd5\u00a0\u00a0\u5211\u5fd7\u7fa4 Tone Pedagogy [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[],"class_list":["post-413","post","type-post","status-publish","format-standard","hentry","category-tjcsl"],"_links":{"self":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/413","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/comments?post=413"}],"version-history":[{"count":6,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/413\/revisions"}],"predecessor-version":[{"id":444,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/posts\/413\/revisions\/444"}],"wp:attachment":[{"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/media?parent=413"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/categories?post=413"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.atcsl.org\/blog\/wp-json\/wp\/v2\/tags?post=413"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}