現代漢語能願助動詞之句法結構暨教學語法

Abstract

本論文所探討的主題著重在兩方面：漢語能願助動詞之句法結構及其教學語法。在句法層面，本論文主張漢語的能願助動詞應分析為在INFL範域內的虛詞，而且會依不同的語義有各自獨立的投射。在INFL範域內自上而下依序為：epistemic, deontic以及dynamic。 此外，本文主張能願助動詞皆為虛詞，唯表示dynamic語義之能願助動詞對句中主詞有似一般動詞的選擇限制，我們建議可稱之為「半虛詞」。因為此類能願助動詞除此選擇限制外，其餘表現與其他能願助動詞無異。 在教學語法方面，本文依循鄧(1997)所主張之教學語法架構，依據頻率以及結構複雜度為現代漢語的能願助動詞定出教學排序。除此之外，本文主張，在教學中，能願助動詞的肯定形式及否定形式必須同時教授，而對肯定及否定形式不一致或不能類化的能願助動詞更應該在教學時加以強調。本論文另依據所提出之教學排序，擬定針對能願助動詞的教學語法，以期能將教學語法理論實踐於教學中。

The present study discusses modals in Mandarin Chinese from two research perspectives, pedagogy and syntax. This thesis contains two major purposes. The first purpose is to provide arguments for Chinese modals as functional categories from a syntactic point of view. Second, this thesis will demonstrate a proper pedagogical grammar of modals for a Chinese teaching curriculum. In terms of the syntactic structure of modals, we, adopting the Split-INFL Hypothesis, argue that modals in Mandarin Chinese should be analyzed as functional categories in the INFL domain. The epistemic modals should be higher than the deontic modals in the structure. Because dynamic modals impose selectional restrictions, we suggest that they are ‘semi-functional’ categories that share all functional properties with other modals; epistemic and deontic modals are ‘functional’ categories. Additionally, we argue, against the distinction for raising and control verbs between epistemic and deontic modals, that modals are INFL elements rather than lexical verbs. On the other hand, from the padegogical perspective, we follow the guidelines claimed by Teng (1997) that pedagogical grammar is an autonomous field of research. Based on our analysis of the modal construction and the concerns of frequency and structural complexity, we provide a teaching sequence of modals. Besides, we argue for the importance of introducing affirmative and negative pairs at the same time, especially for the distinct pairs, such as dei and buyong.