ABSTRACT

This chapter outlines an approach to explicit grammar instruction on the Chinese sentence-final le in the context of cognitive linguistics. From the perspective of prototype theory, this chapter demonstrates how the various sentence patterns of sentence-final le form a family of PERFECT constructions and show prototype effects. Building on Li et al. (1982), this chapter asserts that the most prototypical meaning of sentence-final le is to convey current relevant state, which is a state introduced by a prior eventuality and is relevant to the reference time. Traditionally, the explanation of sentence-final le in textbooks and pedagogical grammars rely heavily on the notion of change of state. This chapter further explores the discourse functions of change of state and its accessible definition for students of Chinese. This chapter proposes that the notions of currently relevant state and prior opposite state should be incorporated and emphasized in teaching sentence-final le. The former helps students understand the discourse functions of sentence-final le and the latter defines the meaning of change of state by the contrast between prior opposite state and currently relevant state. In addition, currently relevance should be treated as a graded notion. The more relevant and current the situation, the more likely a sentential le is used. Finally, this chapter showcases how to transform the linguistics descriptions into learner-friendly grammar instructions and suggests that the sequence of teaching sentence-final le constructions should be motivated by prototype effects. The most prototypical sentential le constructions should be introduced first and then the peripheral ones. Currently relevant state is also a conversational implicature inferred from the context. The chapter advises that Chinese language teachers should always provide scenarios of the currently relevant state when teaching sentence-final le so that students can better understand its discourse functions.