華語疑問句的分類與教學語法：以是非及正反問句為焦點

Classification of Questions in Mandarin Chinese and Pedagogical Grammar: A Focus on Polar and A-not-A Questions

本文旨為探討疑問句在理論語言學上的分類法對於華語教學在實務上的啟示。疑問句在一般華語語法的文獻常見有四大類：特指、選擇、正反與是非問句，理論語言學則常見三分法，選擇及正反問句視為一類。本文首先檢視 Her 等人（2022）的二分法優於傳統四分法與三分法之學理論證，並在此架構下釐清是非問句與正反問句在句法、語意及語用上的重要差異。接著比較兩岸對於華語疑問句之語法點分級，探討在臺灣的華語教材中，疑問句型的排序與切分問題，並考量 Teng（1998）的教學語法排序原則，進而提出華語疑問句合理的教學準則及排序。本文最後聚焦於區分是非問句與正反問句的必要性，並提出具體的教學語法建議。

This paper investigates the pedagogical implications and applications of a proper classification of questions in Mandarin Chinese from a theoretical perspective. Contra the conventional four-way distinction of syntactically formed questions in L2 Chinese pedagogy, which consist of: (i) polar questions; (ii) A-or-B disjunctive questions; (iii) A-not-A questions; and (iv) wh-questions, in theoretical Chinese linguistics disjunctive and A-not-A questions are often unified as a single type, thus making a three-way distinction most common. In this study, we first examine the argumentation for the advantages of the dichotomy of questions proposed by Her et al. (2022) and further adopt this framework to clarify the important differences between polar and A-not-A questions in terms of syntax, semantics, and pragmatics. We then compare the L2 Chinese pedagogical grammars across the Taiwan Strait, deliberating on the sequencing and subdividing issue pertaining to the different interrogative constructions. Based on Teng’s (1998) principles of sequencing structures in a pedagogical grammar, explicit suggestions are offered for the improvement of L2 Chinese pedagogy. Finally, we focus on the necessity to distinguish between polar and A-not-A questions and offer concrete suggestions to the pedagogical grammar of L2 Chinese.