以語料庫及華語教材為本之「X是Y」隱喻探析

「是」字在華語的日常生活表達是一高頻常見的動詞，其基本句式為簡單繫詞句（Li & Thompson, 1989：149）「X是Y」，「是」在此句式結構中表達多種意涵與關係，此句式藉由繫詞「是」字連結前後概念X與概念Y兩知識經驗，「是」字基本義為表判斷、肯定（呂淑湘，1947：97；劉月華，2001），同時亦能傳達隱喻義。隱喻在語言中作為人類日常思維的一部分，說話者許多想法、知識概念藉由隱喻傳達、理解，隱喻義透過標記「是」字表明概念X與概念Y的關係，亦拓展、延伸並豐富說話者的話語意涵。然而，過去隱喻方面研究多著重於無標記隱喻的來源域概念Y與目標域概念X之間的映照關係。本研究嘗試從語法結構的角度，探析華語母語者、華語學習者與華語教材使用「是」字句隱喻的傾向，以及隱喻前後概念的關係，希冀結合隱喻、語料庫及華語教學三領域的討論與應用，亦使華語教師、華語學習者及華語教材隱喻意識的提昇有所助益。本研究以語料庫為基礎，使用《中央研究院平衡語料庫4.0》、《TOCFL學習者語料庫檢索系統》及華語教材《當代中文課程》、《新版實用視聽華語》、《實用生活華語不打烊：初級篇/中級篇》作為語料來源，搜索「是」字句並篩選過濾出含有隱喻義之目標語料，從華語語料庫、學習者語料庫與華語教材三個方向檢視、分析「是」字句隱喻的分佈特點；接著使用《廣義知網》各別定義「是」字句隱喻中的概念X與概念Y、進而再依據兩概念的共同語意階層繪製樹狀圖，並標記四種概念映射關係：抽象概念X-抽象概念Y（A-A）、抽象概念X-具體概念Y（A-C）、具體概念X-抽象概念Y（C-A）、具體概念X-具體概念Y（C-C），討論「是」字句隱喻前後概念X與概念Y的抽象具體關係，瞭解此四種不同抽象具體關係間隱喻性程度的差異與不同說話者的使用傾向。從結構上而言，本研究在華語語句中固定動詞「是」字，篩選語料、研究華語有標記之隱喻，且其前後概念搭配呈現四種關係。本研究發現在平衡語料庫中呈現華語母語者傾向於書面語使用具體概念X-具體概念Y（C-C）之「是」字句隱喻，尤其在文學範疇相關的文類中較容易出現；在學習者語料庫中呈現華語學習者隨著華語水平等級提高，愈是傾向使用C-C關係之「是」字句隱喻以表達更豐富的意涵；在以外籍學生為對象之華語教材中亦呈現隨著教材冊別的華語水平等級提高，愈傾向使用C-C關係之「是」字句隱喻。由三個語料來源皆相互說明，在華語中傾向以C-C關係表達隱喻，前後概念以具體概念的連結、搭配最常使用。對於華語教學的應用，由於「X是Y」隱喻為有標記之結構，建議在華語教學當中除了教授「是」字的基礎意涵、語法結構外，亦可加入隱喻義的說明，提高華語學習者的隱喻意識，並搭配常見的固化隱喻概念，增加華語學習者的說話色彩與深度。

關鍵字

是；隱喻；語料庫；華語教學；學習者

並列摘要

The word shì is a common verb, and it is used in simple copula sentences, a basic sentence pattern in Mandarin. The ‘X is Y’ structure expresses various meanings and relationships between X and Y (Li & Thompson, 1989: 149). This sentence pattern connects two knowledge fields, concept X and concept Y to convey affirmation and determination (Lu, 1947: 97; Liu, 2001). Sometimes this pattern conveys metaphorical meanings too. Metaphors indicate the relationships between X and Y by the marker shì. Metaphor also expands, extends and enriches meanings. However, the past metaphor research mostly focused on the mapping relationship between the source domain concept Y and the target domain concept X with less emphasis on the markers. This study attempts to analyze the usage in corpus of metaphorical shì by Mandarin native speakers, learners of Mandarin and Mandarin textbooks. We analyzed grammatical structure and the relationships between the concepts. The results will promote insights to metaphor theories, corpus linguistics analysis and in the teaching of Chinese as a second language (TCSL). This study utilized data from the Academia Sinica Balanced Corpus of Modern Chinese (ASBC), TOCFL Learner Corpus and Mandarin textbooks (A Course in Contemporary Chinese, Practical Audio-Visual Chinese, Practical Chinese: Beginners /Intermediate) as sources to search for ‘shì’ sentences. We first collected target sentences with metaphorical meanings, and examined the distribution of ‘shì’ metaphors in these datasets. We further discussed the relationships between concept X and concept Y. We found four types contributions: Abstract X - Concrete Y (A-C), Concrete X - Concrete Y (C-C), Concrete X - Abstract Y (C-A), and Abstract X - Abstract Y (A-A). Then we used E-HowNet to define the abstract or concrete concepts of X and Y and the usage in different datasets. From the structure of sentence pattern, this study used a fixed word shì to collect our target sentences and we extracted the ones with metaphorical meanings, and analyzed this kind of marked metaphors. Compared to the Abstract to Concrete mapping of conceptual metaphors, this study found that native speakers in ASBC tended to use the shì metaphor structure of Concrete X - Concrete Y (C-C) in written language, especially in genres related to literary categories. Therefore, this study is one of the few that examined marked metaphors and found out how they are different from conventional metaphors. Both the learner corpus and the textbook materials show that learners of higher proficiency tended to use shì metaphor of the C-C relationship to express richer meanings. As for the implication of TCSL, due to the marked structure of shì metaphor and its high frequency of C-C relationship, this study suggests Chinese teachers not only teach the basic sentence pattern and meanings, but also teach metaphor to raise learners’ awareness of metaphor so that it can increase the color and depth of speaking for learners.