現代漢語「起來」的語義及語法研究綜論：詞彙語義學觀點

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.