A Study On Tautological Reason-Result Construction And Its Teaching Strategies For Teaching Chinese As A Second Language

The object of this article is the construction "Yinwei X Suoyi X",which is often found in modern spoken Chinese.Based on the facts of Chinese language,the article examines the structural features,semantic characteristics and pragmatic functions of the cognate causative-associative form on the basis of the three planes theory,construct grammar and interactive linguistics theory,and based on the ontology discuss its Teaching Strategies for Teaching Chinese as a Second Language.First,we identified the identity of the "Yinwei X Suoyi X" construction and analyzed the characteristics of the internal variant "X" and the combination of the overall construction.The variant "X" is characterized by three aspects due to the suppressive effect of the construct: short syllables,mostly psychological verbs or emotionally charged adjectives,and the semantic feature of [+subjectivity].In addition,by examining the combinatory features of the overall construction,it can be concluded that "Yinwei X Suoyi X" is generally cooccurring with "Wo Juede,Wo Ganjue" and other self-position expression markers and the importance-emphasizing adverb "Zhi".Second,from a stylistic perspective,the main two types of stylistic environments in which homophonic cause-effect correlations occur are conversational and expository.In the conversational genre,the different sentence types can be divided into interrogative and declarative genres according to the eliciting sentence.The question type can be divided into the reason inquiry type and the other inquiry type.When it is a cause inquiry,the conversational structure is usually: cause inquiry-cognate causative correlation.The non-reason category is in a conversational body,but the context before and after the cognate cause-effect correlation belongs to the commentary context.There are two kinds of discourse structures in the commentary genre: viewpoint +cause-effect correlation;description of the phenomenon(reason)+ viewpoint presentation.The communicative motivation of the discourse is,on the one hand,the euphemism of refusal under non-consensual reasons,and,on the other hand,to add justification to the commentary and to enhance the persuasiveness of the discourse.Then,the construct meaning of "Yinwei X Suoyi X" is derived from the analysis of the corpus: the subjective determination that "X" has unconditionality.This construal is expressed as a euphemism for the audience in the conversational discourse,and as the subjective intensity of the speaker in the discursive discourse.By examining the different contexts in which homophonic correlations co-occur,we argue that the pragmatic function of homophonic causal correlations is related to the discourse genre,specifically in the conversational genre,which has the pragmatic functions of perfunctory avoidance and topic closure,and in the narrative genre,which can express the speaker’s negative evaluation and positive reinforcement of degree.In addition,discussed in terms of function-driven form theory,combining formal and semantic functions,the homophonic cause-effect correlative uses the mismatch of different positional forms with the same semantics to achieve a semantic and functional value-added effect.In other words,it expresses the subjective evaluation function of the speaker in addition to the general propositional function.The cognate causative form "Yinwei X Suoyi X" is the result of the combined effect of the cognate value-added function,semantic conflict and suppression,and the principle of politeness.Finally,the decoding and decoding order of the cognate cause-effect correlative is diametrically opposed.Based on the decoding and decoding conditions of the cognate correlative,we believe that it is necessary to guide students to understand the meaning of the construct from the speaker’s point of view,and teachers should teach the construct from the functional expression.In contrast,from the perspective of the special constructs,the special constructs of the cognate causative-associative form inspires us that teachers should also try to teach the regular constructs from the perspective of expressions.