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Title: | 現代漢語「起來」的語義及語法研究綜論:詞彙語義學觀點 A Study on Modern Mandarin “qi-lai”: from the perspective of lexical semantics |
Authors: | Ssu-En Chen 陳司恩 |
Advisor: | 邱力璟(Liching-Livy Chiu) |
Keyword: | 起來,補語,華語教學,詞彙語意, “qi-lai”,diachronic analysis,complement,teaching Chinese as a second language,lexical semantics, |
Publication Year : | 2020 |
Degree: | 碩士 |
Abstract: | 現代漢語中的「起來」一詞在語言使用上有著十分豐富的表現,相較於其他同類型的詞語如「下去」、「上來」等,其義項豐富且語法功能複雜,容易使華語學習者產生偏誤。本論文由「起來」的多義用法出發,討論詞彙語意、語法及教學諸面向。 過往的研究中,對於「起來」的用法有不少討論。然而既有的文獻大多數都是針對「起來」的各項語義做出條列和說明,且不同研究對於「起來」的各個義項也經常有不同的分類和觀點。針對上述的情形,本文認為「起來」一詞實際上應有系統性的詮釋方式,而不僅只是列舉語義。因此,本文參考Tyler Evans(2001)提出的polysemy network「詞彙多義網絡」框架,配合中央研究院的各語料庫,以歷時層面的角度分析「起來」一詞的語義發展。具體而言,「起來」由表示物理空間位移的用法,經歷認知隱喻的過程,轉而表示抽象時間概念的起始和結果意義。在語法上,本文著重於探討「起來」是否應分析為傳統的「補語成分」。參考陳怡靜(2004)的「動詞後置成分」系統後,提出「起來」在語法上可細分為三種用法,分別是:結果(含位移)補語、動助詞以及時態標記。 另外,在華語教學方面,本文結合偏誤研究和教材分析,嘗試整理「起來」一詞的語法教學排序,並提出相關的教學建議,以提供教學課堂中的教師或學習者做為參考。 The word “qi-lai” in modern mandarin is rather complicated compare to other so-called “complements” such as “xia-qu”, “shang-lai”. Semantically, “qi-lai” is able to perform multiple meanings. While syntactically, it is hard to define which part of speech “qi-lai” belongs to. Thus, non-native learners of Mandarin Chinese often find “qi-lai” confusing and make errors. There are plenty of researches dedicate to the exploration of “qi-lai”. However, the focus is often narrowed down to the different meanings and explanation of “qi-lai”. This study aims to provide a systematic analysis of the word “qi-lai” based on the concept of “polysemy network” proposed by Tyler Evans. With the help of Academia Sinica corpuses, we took diachronic approach to analyze the semantic development of “qi-lai”. The original meaning expresses only directional meaning or spatial movement. After the process of grammaticalization, “qi-lai” can now express the meaning of temporal change. The question of whether “qi-lai” is a complement is also examined. We proposed that there are three different uses of “qi-lai”: resultative (including directional) complement, verb particle and aspect marker. As to teaching Chinese as a second language, this paper combines error analysis and observation of teaching materials in Taiwan. The sequence of introducing different “qi-lai” is proposed along with some teaching suggestions. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/52420 |
DOI: | 10.6342/NTU202002575 |
Fulltext Rights: | 有償授權 |
Appears in Collections: | 華語教學碩士學位學程 |
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U0001-0608202019355100.pdf Restricted Access | 2.96 MB | Adobe PDF |
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