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构式语法重视特异性和边缘现象、主张“所见即所获”、构式具有习语性,语法和词汇之间没有截然的分界。Goldberg等的相关实验反映了语言学习者理解句子时对构式意义的依赖。构式语法理论及相关实验可以给二语教学多方面的启示,我们提倡树立二语教学的构式观:注重词汇与语法的过渡环节、处理语言现象时重视构式义的阐释以及淡化语法规则的作用、强化结构的独立性。
Constructive grammar emphasizes specificity and marginalization, advocating “what you see is what you get ”, the structure is idiom, there is no clear dividing line between grammar and vocabulary. Relevant experiments by Goldberg et al. Show that linguistic learners depend on the meaning of the constructs when they understand the sentence. Syntactic grammar theory and related experiments can give a variety of implications for second language teaching, we advocate the establishment of the concept of second language teaching structure: focus on the transitional link between vocabulary and grammar, pay attention to the construction of meaning when dealing with linguistic phenomena and the desalination of grammatical rules The role of strengthening the structure of independence.