現代漢語被動式除了「被」字句之外,亦可使用「吃」、「叫」、「讓」、「給」、「挨」、「遭」、「受」等字表示被動意涵,其中「受」字構詞性強,既可表達遭遇不如意,如「受害」,又可用於對主語有利的場合,如「受惠」。早期或稱「受」字句是「主動敘述表被動意義」,又有學者提出「被動式的情感色彩分工日趨明顯」,句法應當不同,然而今日被動義「受」字用法卻可和某些被動式互換,值得重新探討。本文首先觀察語料庫中「受」字的各種構詞方式,而後討論「受字句」的結構和正負面語義,統整最主要的用法。由於「受」字前後組合的字詞,可能影響整個詞語意義的主觀情感,情感色彩或完全負面,或中性,或完全正面,本文採取「五分制」分析,並透過問卷調查檢驗研究方法的可行性。最後綜合以上探討結果,結合使用頻率、難易度等提出「受」字的對外教學建議、期能增進對「受」字的認識,也幫助學習者更自然地使用相關語句。
This paper discusses the emotional import of shou(受), a lexical verb with an inherent passive meaning, in modern Chinese phrases and sentences, and offers a study of its applications in language pedagogy. This interpretation challenges the work of those critics who have long assumed that shou(受)is a non-passive word. I claim that shou(受)is a semantic passive word, which depends on analyzing the position of shou(受)in the context of preceding and following characters. I propose five grades as a method of gaining insight into the nuance of shou(受). This project analyzes the scale of emotional import, from the most negative "first grade" to the most positive "fifth grade". Section one surveys existing research on bei(被)and shou(受). The former, which is the typical passive marker, cannot take aspect markers, whereas the latter can. After illuminating the fundamental meaning of shou(受), I establish the theoretical frameworkof this study by using five grades of emotional import. Section two discusses phrases with shou(受)in the corpus, which include 廣受(wide shou), 飽受(suffering shou(受)), 深受(deep shou), 受盡(suffered shou(受)). This section particularly explores each word that is used in conjunction with shou(受) and the import of each phrase. Section three researches collocations of shou(受). For example, 受影響(be affected), 受喜愛(be loved) and 受批評(be criticized). Section four presents the applications of shou(受)in language pedagogy, examining the cumulativeness and the sequence of teaching shou(受)from a pedagogical perspective.