「要」的多義性解釋與教學語法

Abstract

本文從認知語言學、語義學、語用學的角度對現代漢語「要」多義性展開深入的研究，著重探討現代漢語「要」的認知過程、詞義衍生的動因、以及詞義的理解等問題。研究中透過口語語料的分析，驗證了「要」的基本語義經歷了決策認知過程「感知」、「判斷」、「選擇」三個階段而衍生原型語義─“決定”，而原型語義“決定”也透過隱喻、轉喻、語用推理認知機制進一步發展出更多不同的語義。

本文另一方面也著重分析「要」的偏誤類型和「要」的教學排序。「要」的偏誤分析依據James(1998)從語言形式所提出的偏誤類型來分類；而「要」的教學排序則是建立在鄧(1997-2003)對外漢語教學語法的理論框架和方法學的基礎上。最後根據「要」的教學排序以及「要」的多義性分析結果，檢視三套教材，提出「要」在教材中的編寫與教學建議。This dissertation is a study of the polysemy of the modern Chinese“yao” from the perspective of cognitive linguistics, semantics and pragmatics, with a focus on the cognitive processes of the modern Chinese“yao”, the motivation of polysemization and the comprehension of the word“yao”. The analysis of the spoken language corpus in the present study has shown that the fundamental meaning of the word “yao” goes through the three decision-making stages of“perception”, “judgment” and “selection”in the cognitive processes, from which the prototypical meaning of the word “yao” is derived. A variety of meanings of “yao” are extended from the prototypical meaning through metaphor, metonymy and pragmatic inference. Also, the patterns of errors of the modern Chinese“yao”are analyzed and the analysis of pedagogical sequencing of the word “yao” is demonstrated in the study. The analysis of the patterns of errors is based on the patterns of errors proposed by James in 1998 and the pedagogical sequencing is based on Teng’s (1997-2003) theoretical framework and methodology in the pedagogical grammar of Chinese. According to the analysis, there is a review of three Mandarin textbooks proposed and some suggestions for teaching Chinese are given in the study.