現代漢語完成體「了」的探討與教學
Abstract
「了1」屬時體標記(aspect marker)，「了2」為語氣詞 (sentential particle)。根據Comrie (1976)完整體 (perfectivity) 與莊舒文(2002) 漢語時體分類定義，「了1」並非直接等於完整體 (perfectivity)，完整體 (perfectivity) 的內涵為將事件的「內部時間結構 (internal temporal structure)」視為不可分割的整體。
本文在第二章中，主要探討「了1」與「了2」是否「該合」或「該分」的兩派論點，其次說明「了1」和「了2」皆非「過去時制」的論點。
第三章中則確立「了1」為時體標記 (aspect marker)，其語義特徵為「有界性 (bounded)」和「動態性 (dynamic)」，恰與持續體標記 (durative marker)「著」的語義特徵形成對立；此章亦探究動詞三分與「了1」的關係：一、「動作動詞 (action verbs) +了1+有界成份」表事件的完結，當其後帶有「持續時段」時，則表「全程動態」；二、「變化動詞(process verbs)+了1+有界成份」表變化後的程度(degree)或結果(result)，而當其後帶有「持續時段」時，則表「瞬間動態(instant dynamics」; 三、「狀態動詞(state verbs)」中只有「起點類狀態動詞」與部份不及物狀態動詞可與「了1」共現，因其語義具有「起動性(inchoative)」，而當其後帶有「持續時段」時，則亦表「瞬間動態」。此外，在此章中我們亦探討「了1」的句法表現和篇章功能。
第四章中，我們統計「了1」與「了2」的偏誤，並檢視教材和HSK等級大綱中的「了1」的教學情況，提出針對「了1」的教學排序建議。
Modern Mandarin "le 1" and "le 2" are different. "le 1" is an aspect marker, whereas "le 2" is a sentential particle. In Chapter 2,we firstly focus on whether “le” has one nuclear meaning or more, then we clarify that "le 1" and "le 2"are not the markers of the past tense, and in the end we investigate the semantic and syntactical differences of "le 1" and "le 2." In Chapter 3, we establish that "le 1" based on semantic features of "bounded" and "dynamic ", is an aspect marker which is opposite to the durative aspect marker “zhe”. Secondly, we investigate the collocations with verbs of "le 1", and observe its semantic meaning within the time duration. We find the following: 1) "action verbs” + le 1 + bounded components," represent the meaning of “completion of an event” ; 2) “Action verbs” + le 1”end with the "time of duration ", the meaning of the sentence refers to "the whole dynamic (full dynamics)"; 3) “process verbs” + le 1” end with the "time of duration ", mean" instant dynamics". The state verbs" with inchoative feature can co-occur with le 1, which also refers to the “instant dynamics." In the last part of the present thesis, we analyze the errors of "le 1" and "le 2" which appear amongst the learners of Chinese as a Second Language, and also investigate the content of le1 in the teaching materials for learning Chinese. Based on the results above and in accordance with the principles of pedagogical grammar this study proposes the teaching sequence of “le 1” , and thus hopes to contribute to the future of TCSL.
Modern Mandarin "le 1" and "le 2" are different. "le 1" is an aspect marker, whereas "le 2" is a sentential particle. In Chapter 2,we firstly focus on whether “le” has one nuclear meaning or more, then we clarify that "le 1" and "le 2"are not the markers of the past tense, and in the end we investigate the semantic and syntactical differences of "le 1" and "le 2." In Chapter 3, we establish that "le 1" based on semantic features of "bounded" and "dynamic ", is an aspect marker which is opposite to the durative aspect marker “zhe”. Secondly, we investigate the collocations with verbs of "le 1", and observe its semantic meaning within the time duration. We find the following: 1) "action verbs” + le 1 + bounded components," represent the meaning of “completion of an event” ; 2) “Action verbs” + le 1”end with the "time of duration ", the meaning of the sentence refers to "the whole dynamic (full dynamics)"; 3) “process verbs” + le 1” end with the "time of duration ", mean" instant dynamics". The state verbs" with inchoative feature can co-occur with le 1, which also refers to the “instant dynamics." In the last part of the present thesis, we analyze the errors of "le 1" and "le 2" which appear amongst the learners of Chinese as a Second Language, and also investigate the content of le1 in the teaching materials for learning Chinese. Based on the results above and in accordance with the principles of pedagogical grammar this study proposes the teaching sequence of “le 1” , and thus hopes to contribute to the future of TCSL.
Description
Keywords
完成體「了」, 動詞三分, 偏誤分析, 教學排序, Perfective aspect marker “le”, Classification of Verbs, Error analysis, Pedagogical grammar