韵律语法研究是当前语言本体研究的新热点。它重视通过韵律音系学和生成语法理论的结合对语言词法和句法进行语言现象的描述和解释。儿童母语习得研究认为自然语流中的韵律线索在前词汇阶段对儿童习得语言语法知识有决定性作用，而且这种对自然语流输入进行处理的机制具有一定的年龄限制性。成人第二语言习得研究发现对自然语流输入进行处理的机制的限制性不是绝对的。语言中的韵律输入能否有助于第二语言习得语法知识成为了当前韵律语法研究的焦点，本研究尝试通过汉语作为第二语言的教学研究来探索这一问题。 本研究采用单因素混合设计，考察课堂教学干预条件下不同显性水平的汉语韵律输入对音节对立的不同结构类型的韵律词或短语的语法知识习得的影响。研究被试为在英国曼彻斯特大学孔子学院学习汉语的英语为母语、汉语为第二语言的初级水平的成人学习者。实验将被试随机分为三个组：韵律组、散文组、对照组。对每组被试进行为期14天，每天30分钟的课堂情境下的教学实验干预（共计7小时）。韵律组教学干预材料为六首典型的格律诗歌（显性韵律输入），散文组的教学干预材料为四篇选自教育部编版小学语文课文（隐性韵律输入），对照组除了平时正常的语言课程不做任何处理。测验材料为音节对立的定中结构和动宾结构的韵律词和韵律短语。测试包括两个任务，任务一是三音节韵律词迫选任务，任务二是对四类音节对立的韵律词或短语进行语言可接受度判断任务，采用五度量表制进行。在教学实验干预前、教学干预7小时、教学干预停止一周阶段分别进行测试。研究结果发现： （1） 韵律干预教学对英语为母语的初级汉语成人学习者在韵律语法相关习得方面有显著影响。 （2） 不同显性水平的汉语韵律输入对汉语作为第二语言习得的语法学习的影响效果不同，相比现代汉语散文输入，以格律诗歌为代表的显性汉语韵律输入对学习者的学习效果和效率影响都更好。 （3） 音节对立的不同结构类型的语法知识习得不是同步的，初级水平的英语为母语的成人汉语学习者首先习得双音节标准音步，同等干预水平情况下，对定中结构的韵律词或短语的语法知识的习得要优于动宾结构。 本研究的结论对以汉语作为第二语言的语法和口语教学有一定指导意义。但是，由于是小班教学，被试量比较小。未来研究还应该扩大被试量进行更严密的验证。

Prosodic grammar which combines prosodic phonology and generative grammar theory to describe and interpret linguistic phenomena of language lexical and syntactic is a new direction of linguistic research. The first language acquisition studies suggest that prosodic cues in the natural language flow play a decisive role in children’s acquisition of language grammar in the pre-lexical stage, and this mechanism of processing natural language flow input is age-limited. Adult second language acquisition studies have found that the mechanism of processing natural input limit is not absolute. The theory of modern Chinese prosodic grammar and the study of second language acquisition have brought enlightenment to the second language teaching. Whether the prosodic input can contribute to the second language acquisition of grammatical knowledge has become the focus of this study. The present study investigates the different effects of Chinese prosodic input in different levels on the acquisition of grammatical knowledge of prosodic words or phrases with different structural types under the condition of classroom teaching intervention. The participants were native English speakers who are the beginners of Chinese learning (L2) at the Confucius Institute of the University of Manchester, UK. Participants were randomly assigned into three groups: rhythm group, prose group, or control group. The participants in each group were treated with teaching experiment for 14 days with 30 minutes per day (7 hours in total). The teaching intervention materials for prosody group are six typical rhythmic poems (explicit prosody input). The teaching intervention materials for prose group are four primary school Chinese texts selected from the Chinese textbook series compiled by the Ministry of Education (implicit prosody input). No treatment was given to the control group. The task materials of the study were prosodic words and phrases with different structures. Each group of participants needs to complete two tasks: the first one is to select the “right one” that soundsd better, more natural and much more likely to be said by native speakers to participants between two prosodic words or phrases with different syllable structures; the other one is to judge the language acceptability of four kinds of prosodic words or phrases which have differrent syllable structures, using the five-metric table system. Tasks were taken at three stages: before the teaching experiment intervention; 7 hours after the teaching intervention; one week after the teaching intervention was stopped. The results are as follows: (1) Prosodic intervention has a significant effect on beginning Chinese learners who are native speakers of English. (2) Explicit Chinese prosodic input have better effects on the grammar learning of Chinese as a second language acquisition, compared with the general situation of the modern Chinese prose input. (3) The acquisition of grammatical knowledge of different types of prosodic phrases is not synchronized. The beginner Chinese learners firstly acquire the typical dicyllabic foot at the same level of intervention. The acquisition of grammatical knowledge of prosodic words or phrases with definite structure is quicker to be learned than that of verb-object structure. All the conclusions suggest the significance of prosodic input in teaching Chinese as a second language in the part of grammar acquition and oral ability gaining. However, because of the limited amount of participants, future study of expanded numbers of participants needs to be developed.