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  • 學位論文

現代漢語副詞"又"的情態分析與教學應用

A Modal Study on Modern Chinese Adverb “YOU” and its Pedagogical Application

指導教授 : 謝佳玲
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摘要


單音節副詞在客觀語義上具有「一詞多義」(polysemy)的特性,主觀語用上某些副詞(如:“還”、“才”、“又”、“再”)又為相較於雙音節詞使用頻率更高、語意也更微妙抽象的情態詞(modal),加上許多近義副詞的存在,往往是漢語學習的難點。本研究以副詞“又”為主題,考察各種客觀語義及主觀情態類型的使用頻率及搭配關係;闡明“又”以各句式所表諸情態類型的作用機制,釐清主觀情態與客觀詞彙意義間的推論關係;最後以關聯理論(relevance theory)的明示推理(ostensive-inference)模式剖析“又”在交際中扮演的角色,並建立足以解釋在所有語用情態用法的推論機制,為副詞 “又”的語用情態功能,提供更具涵蓋性的推論機制與分析。 本研究的語料取自平衡語料庫及電子網路論壇(ptt)標題,量化分析結果顯示,“又”表情態的比例佔整體使用的五成以上,主要以直述句呈現,其次為反問句,否定句最少,所表情態以負向為主,最常見的「不悅」與「無奈」情態分別傾向與「重複」與「轉折」語義搭配。透過質化分析,闡明情態架構中,除直述句的負向情態作用於心願系統外,直述句的正向情態及特殊句式的所有情態皆作用於預料系統;所有情態皆透過命題事實與隱含心願、預料之間的「背離」來呈現,差別在於直述句與特殊句式的背離分別顯現於事實和隱含預設的「結果」與「前提條件」之間。主觀的情態推論意義皆派生自客觀的詞彙「轉折」義。在交際中“又”扮演「引導碼」的關鍵角色,引導聽話者根據認知語境與命題概念訊息推論出背離心願或預料的語境預設,增加話語的關聯性,使聽話者獲得較強的語境效果,成功理解說話者的評價情態。 本文最後歸納量化分析中各種客觀語義與主觀情態的出現頻率,以及常見的搭配詞語,提出在教學排序以及定式選用上的參考建議。

關鍵字

情態 關聯理論 語用 語義 單音節副詞

並列摘要


Single-syllable adverbs are characterized by their polysemy nature from the semantics perspective, while pragmatically speaking, some are modal words (e.g., “hai”, “cai”, “you”, “zai”). Contrary to dual-syllable adverbs, the use of modal representations in single-syllable adverbs is extensive, and their meanings are also abstractive. As many adverbs are similar in meaning, mastering such is a difficult task for learners of Mandarin Chinese. This study examines adverb “you” frequency of use in its various semantic forms and modal representations, and also the conjunctional relationship between these two. We will also look into the different sentence patterns of “you” to clarify the deductive relationship between modal representation and lexcical meanings. Furthermore, we used the ostensive-inference model of relevance theory to study the role of “you” in communication, and established a deductive method that could explain all pragmatic modalities, to provide a more comprehensive inference and analysis for the modal function of “you”. Data used in this study were collected from the Sinica Corpus and subject titles of an online forum called ptt. Results from quantitative analysis show that over 50% of “you” usage is in modal representations, most of these are found in declarative sentences, followed by rhetorical questions, and least seen in negation. Most modal representations involve negative feelings, whereas modal representations of “unpleasantness” and “helplessness/beyond one’s control” are respectively used in conjunction with semantic representations of “repetition” and “contrast”. We further used qualitative analysis to explain that under the modality structure, negative modal representations in declarative sentences are classified as wish system, whereas positive modal representations and all modal representations of special sentence patterns are classified as presupposition system. All modal representations are presented through “devergence” between proposition fact and that of hidden wish and presupposition. The difference is that deviation of declarative sentences and special sentence patterns can be found between the result and pre-condition of fact and hidden default. Modal inferences are derived from contrast meaning of words. In communication, “you” is a crucial key to procedural encoding, leading the listener, with the help of cognitive context and proposition concept, to deduce what wish or presupposition context has been diverged. This increases the relevancy of utterance, and gives the listener a stronger contextual effect to decode the speaker’s conveyed evaluative modality. In the last part of this study, we tallied the frequency of occurrence of both semantic and modal representations of “you”, as well as words that it is commonly used in conjunction with. We included some pedagogical suggestions on the teaching order of “you” and also the lexicalized chunks selection.

參考文獻


Lin, J.-W., & Tang, C.-C. J. (1995). Modals as verbs in Chinese: a GB perspective. Bulletin of the institute of history and philology, academia sinica, 66(1): 53-105.
湯廷池(2000)。漢語情態副詞:語義內涵與句法功能。中央研究院歷史語言研究所集刊,71(1),199-219。
林碧華(2006)。漢語副詞「又」之語義與語用分析(未出版之碩士論文)。國立台灣師範大學,台北市。
江庭宜(2009)。漢語「說」類引導碼之分類和語用功能分析(未出版之碩士論文)。國立台灣師範大學,台北市。
Austin, J. L. (1962). How to do things with words. Oxford, UK: Clarendon.

被引用紀錄


喬英華(2014)。多義副詞[再]與[又]的用法分析〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-2912201413544527

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