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This paper has some shortcomings and open to question. The statistics of the corpus are not
comprehensive and cannot reflect the whole picture of the use of the structure "再X也Y", but can
only give an overview of it. In addition, the generalization of the features of the sentence is based on
the study of the corpus, which is subjective and needs to be further researched and deliberated. From
this point of view, the understanding of this structure is not perfect and objective, and a
comprehensive conclusion needs to be explored and explored continuously in the future.
Reference:
[1] 陈园园 2018 “再X也Y”格式的表量初探[J].汉字文化第18期.
[2] 崔光辉 2021 “再……也……”格式考察及其对外汉语教学研究[D].河北师范大学硕士
论文.
[3] 杜亚飞 2015 “再X也Y”和“再也Z”构成机制的考察及对外汉语教学建议[D].华中师
范大学硕士论文.
[4] 黄伯荣，廖序东 2011a 现代汉语[M].北京：高等教育出版社.
[5] 李 凰 2009a“再X也Y”的构式分析[J].暨南大学华文学院学报第4期.
[6] 李华兰 2007 ＂再......也......＂格式的类型及其主观性[D].北京师范大学硕±论文.
[7] 林裕文 1984a 偏正复句[M].上海：上海教育出版社.
[8] 刘艳艳 2014 现代汉语“再”“也”同现格式研究[D].浙江大学硕士论文.
[9] 吕叔湘 1999 现代汉语八百词[M].北京：商务印书馆.
[10] 施 雯 2009b “再X也Y”格式考察及教学研究[D].北京语言大学硕士论文.
[11] 史锡尧 1988 论副词“也”的基本语义[J].世界汉语教学第4期.
[12] 芜 崧 2011b 试论无条件让转句“再……也……”[J].江汉大学学报(人文科学
版)第1期.
[13] 向 若 1984b 紧缩句[M].上海：上海教育出版社.
[14] 邢福义 2001 汉语复句研究[M].北京：商务印书馆.

“再X也Y”格式句法特征考察及教学建议
蕊竹

摘 要 “再X也Y”格式是现代汉语日常使用的句式，也是对 汉语教学的一个教学重点。然
而在教学实 中， 学生可 对这一格式理 不 ，或者教师讲 得不清楚， 学生往
往 现使用 误， 此对该格式进行多 的 ，并 结论应用于汉语教学，可 给
对 汉语教学提供一 帮助。本 一 分介绍研 义、过往研 现状 语料来源，
二 分从句 发， “再X也Y”格式细分为不同的类型，并 讨 够进 X的成分，
三 分总结该句式的语用 征， 后一 分结合教学实 中 学生 现的 误给汉语教
学提 几点教学 议， 帮助 学生更好地习得该句式并正 运用。
关键词 再X也Y；句 ；教学

Abstract: The format of “再X也Y” is commonly used in modern daily Chinese and is also a key
focus in teaching Chinese as a foreign language. However, in practical teaching, international
students may have a shallow understanding of this format or receive unclear explanations from
teachers, leading to frequent usage mistakes. Therefore, conducting a comprehensive examination of
this format from various perspectives and applying the conclusions to Chinese language teaching can
provide some assistance. The first part of this article introduces the research significance, previous
research status, and data sources. The second part, from a syntactic perspective, further categorizes
the “再X也Y” format into different types and explores the components that can follow “X”. The third
part summarizes the pragmatic features of this sentence structure. The final part combines the
common mistakes made by international students in teaching practice to propose several teaching
suggestions for Chinese language teaching, aiming to help international students better acquire and
correctly utilize this sentence structure.
Keywords: 再 X, 也Y; Syntax; Teaching

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