语法一直是汉语二语教学与研究的一项重要内容。如何让二语学习者尽快系统地掌握语法规则，提高语言实际运用能力，是汉语二语教学最基本和最核心的任务之一。前辈学者在教学实践中总结和运用了不同的教学原则和多种教学方法，教师在教学中的讲解与操练环节，都会大量使用类比推理思维，指导学生对句法结构和语义信息进行探究比较和拓展推理。学生则需要对新的句法信息进行编码、提取和比较，最终掌握新的句法规则。这一过程体现了类比推理的基本特征，如信息识别、关系提取、结构映射与关系迁移等。

类比推理被视为人类认知的核心能力之一，是实现知识迁移的一种重要手段。在语言学习领域，类比推理被视为推动语言习得的重要机制，也是学生学习中常用的方法之一。汉语二语者基于类比推理进行汉语句法学习的过程中，既会运用与日常生活、工作中使用的针对图形空间或语义概念类比推理相似的一般类比推理能力，也可能采用基于汉语句法特点与汉语二语学习特点的特定类比推理策略。采用类比推理方式进行汉语二语语法教学与学习的过程可能有其特定的神经机制，该过程可能与相应的学习效果有关。由此，本文聚焦于汉语二语句法类比推理的过程与策略，通过三项研究采集到丰富的资料和数据，利用多种数据分析考察基于类比推理的汉语二语句法教学的过程与教学效果。

研究一分析了汉语二语者进行图形空间、语义概念及汉语句子类推时所遵循的过程与策略，通过比较探究汉语二语句子类推的规律。研究发现：句子材料的类比推理遵循四个基本步骤，即识别、抽象、映射与评价；与进行图形空间、语义概念类推时主要采用项目优先策略不同，学习者在进行汉语句子类比推理时，更多采用结构映射策略完成任务，对两组句子会逐项匹配；对句子进行类比推理时，在识别与抽象阶段的有声思维耗时更久，会从句法结构和句子语义两个层面完成对句子的理解，并快速完成映射与评价；句子材料的简单与复杂程度会影响学习者类比推理策略的使用。研究一的发现为研究二的教学实验设计提供了思路。

为了探究类比推理在句法教学过程中的作用，并从认知神经视角剖析教学过程中师生之间的认知加工机制，研究二以汉语二语句法教学中作为重点和难点、且能够采用类比推理进行教学的动结式结构为材料，以师生脑同步为指标，分析简单和复杂动结式句法结构的类比推理式教学过程。结果发现在不同难度条件下，基于类比推理进行句法教学的师生脑同步在教师的左侧颞顶联合区TPJ（BA40, CH36）与学生前额叶皮层PFC（BA11, CH3）的ΔINS存在显著差异；在教师额下回后部布洛卡区的三角部（pars triangularis, PT）（BA45, CH39）和学生右侧缘上回右侧颞顶联合区TPJ（BA40, CH45）的ΔINS条件间存在显著差异。在类比推理的四个具体教学步骤中，分阶段进行的类比推理式教学脑同步值之间存在显著差异。其中第三个步骤（解释-映射）的脑区激活最强，第二个步骤（探究-比较）也表现出了显著的激活水平。与研究一中的类比推理过程与策略分析结果一致，“抽象”在类比推理式教学中也发挥了重要作用。

为了探究类比推理的教学过程与学习效果的关系进而分析类比推理式教学的适用性，研究三对类比推理式教学的学习效果进行细致考察，并分析了学习过程中的脑同步活动和学习效果的关系，以及汉语二语句法类比推理式学习效果的影响因素。分析结果显示，简单材料的教学脑同步与复杂材料的教学脑同步都与被试的学习效果和情感体验评分相关；四个类比推理阶段中，核心的步骤即解释-映射阶段，与复杂动结式结构的学习效果显著相关，第二个步骤探究-比较也与情感维度的多个子维度有显著相关。与研究一中的结果呼应，“抽象”阶段在类比推理过程中发挥着重要作用，并影响学习效果。相对简单材料而言，复杂材料的类比推理式教学与学生的知识学习效果和情感体验评分的相关度更高。

本研究从类推策略、认知过程和神经机制不同层面对汉语二语句法教学的类比推理过程和学习效果进行考察。首先在研究视角上进行创新，从类比推理视角探讨了针对汉语句子的特定类比推理过程与策略；通过设定不同难度条件，更细致地考察汉语二语类比推理式句法教学过程；结合知识维度与情感维度的学习效果，探究在汉语二语句法教学中应用类比推理式教学的适用条件。在研究方法上，基于类比推理四项式范式进行拓展，在教学任务设定中体现类比推理的核心流程；借助近红外超扫描技术考察教学过程中的师生脑同步机制，分析类推式教学过程与结果的关系及关键影响因素，为教学设计与学习策略提供依据。最后，在理论贡献上，研究基于结构映射理论考察类比推理，发现句子类推中的关键因素是“抽象”，而非结构映射理论中最为核心的“映射”。在类比推理式句法教学中“解释-映射”虽仍为中心步骤，但“探究-比较”是影响类比推理教学过程的关键阶段。

综上，本研究在学界已有的类比推理与句法学习研究的基础上，从汉语二语句法教学实践出发，结合二语动结式习得研究的现状，选取汉语二语者为研究对象，通过三项研究考察类比推理在汉语二语者动结式句法教学中的作用，句法类比推理的过程及策略和相关的脑同步机制及其与学习效果的关系。本研究的成果可直接应用于汉语二语教学实践；可为句法认知与学习研究提供实验材料的参考；为汉语二语教学中如何更好地关注与利用类比推理促进教学提供可借鉴的思路。

Grammar teaching has always been at the center of teaching and research in the teaching of Chinese as a second language. How to help second language learners systematically master the knowledge of grammar rules and improve their ability to use the language in practice is one of the most basic and core tasks. Scholars of previous generations have summarized and applied various teaching principles and a variety of teaching methods in their teaching practice. Teachers usually make extensive use of analogical reasoning in both the explanatory and drill phases of teaching, instructing students to explore and compare syntactic structures and semantic information and to expand their reasoning. Students, in turn, have to encode, extract and compare new syntactic information and eventually master new syntactic rules. This process embodies the basic features of analogical reasoning, such as information recognition, relational extraction, structural mapping and relational transfer.

Analogical reasoning is considered to be one of the core mechanisms of human cognition and an important means of realizing knowledge transfer. In the field of language learning, analogical reasoning is regarded as an important mechanism to promote language acquisition, and it is also one of the most common methods used by students in learning. In the process of learning Chinese syntax based on analogical reasoning, second language learners may have general analogical reasoning abilities similar to the analogical reasoning about spatial patterns or conceptual semantics used in daily life and work, as well as specific analogical reasoning strategies based on the characteristics of Chinese syntax and second language learning. The process of teaching and learning Chinese second language grammar using analogical reasoning may have its own specific mechanism, and the process may be related to the corresponding learning effects. Therefore, this study will focus on the process and strategy of analogical reasoning in second language Chinese grammar, and the process and effect of teaching second language Chinese grammar based on analogical reasoning.

Study 1 analyses the processes and strategies used by L2 Chinese speakers to make analogies between spatial patterns, semantic concepts and Chinese sentences respectively, and explores the specific patterns of analogical reasoning in L2 Chinese sentences through comparison. It is found that analogical reasoning with syntactic material follows four basic steps, i.e., identification, abstraction, mapping and evaluation. When students engage in syntactic analogical reasoning, they are more likely to use structural mapping strategies to accomplish the task.

In Study 2, we analyzed the analogical reasoning teaching process of simple and complex verb-resultative (VR) structures that can be taught by analogical reasoning in Chinese as the materials, and the interpersonal brain synchrony between teacher and student as the index. It was found that there was a significant difference in teachers' and students' brain synchrony in teaching syntax based on analogical reasoning under different difficulty conditions. The different characteristics of the brain synchrony of simple VR structures teaching and complex VR structures teaching were reflected in the analogical reasoning steps. Significant differences in the values of teacher-student pairwise interbrain synchronization in different brain regions can be explained by the differences in the stages of analogical reasoning instruction.

How the learning effects of analogical reasoning are related to the teaching process also needs to be further investigated to determine the applicability of analogical reasoning teaching, and the learning effects of specific analogical reasoning steps need to be studied in depth. Study 3 carefully investigated the learning effects of the analogical reasoning style of teaching, and analyzed the relationship between brain synchronization activities and learning effects during the learning process, in order to explore the influencing factors of the learning effects of the analogical reasoning-based teaching. Overall, both simple teaching brain synchronization and complex teaching brain synchronization affected the subjects' learning effects and affective attitude scores. Further analyses revealed that the core of the four analogical reasoning stages, the interpretation-mapping stage, significantly affected the learning effect of complex moving conjunctive constructions, while the second stage, inquiry-comparison, was also significantly correlated with several subdimensions of the affective dimensions, echoing the results of Study 1, which indicated that the abstraction stage plays an important role in analogical reasoning.

The present study investigated the analogical reasoning process and the learning effects of syntax teaching from both behavioral and neural dimensions. Firstly, we innovate in the research perspective, exploring the specific analogical reasoning process and strategy for Chinese sentences by analogical reasoning; examining the process of analogical reasoning-based syntax teaching in L2 Chinese by setting up different difficulty conditions; and combining the learning effects of the knowledge and emotion dimensions to explore the conditions for applying analogical reasoning in second language Chinese syntax teaching. In terms of research methodology, the study expands on the four-item paradigm of analogical reasoning, reflects the core process of analogical reasoning in the teaching design, examines the teacher-student brain synchronization mechanism in the teaching process with fNIRS ultra-scanning technology, and analyses the relationship between the process of analogical reasoning teaching and the results as well as the key factors influencing the process of analogical reasoning teaching, to provide a basis for the design of teaching and learning strategies. Finally, in terms of theoretical contributions, the study examines analogical reasoning based on the structural mapping theory, and finds that the key factor is “abstraction” rather than “mapping”, which is the core of the structural mapping theory. Although “explanation-mapping” is still the central step in the teaching of analogical reasoning syntax, “inquiry-comparison” is the key stage that affects the teaching process of analogical reasoning.

In conclusion, the current study is based on the existing studies on analogical reasoning and syntactic learning, rooted from the teaching practice of second language syntax, combined with the current situation of Chinese VR structure acquisition, selected second language learners as the research objects, and examined the role of analogical reasoning in the teaching of VR structures through three research: the process and strategy of syntactic analogical reasoning, the related brain synchronization mechanism and its relationship with the learning outcomes. The results of this study can be directly applied to the practice of Chinese language teaching; it can provide experimental materials for the study of syntactic cognition and learning; and offer ideas on how to pay more attention to and use analogical reasoning in the teaching and learning of Chinese as a second language.