Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86596
Title: 應用共現詞於多義句末助詞「吧」與「呢」的語義分析及教學語法
Applying Collocation Analysis on the Interpretation and Pedagogical Grammar of the Mandarin Polysemic Final Particles BA and NE
Authors: 鄭錦全
Chin-Chuan Cheng
張玲瑛
Lingying Chang
Keywords: 多義句末助詞
共現詞
語料庫
計量
教學語法
polysemic final particles
collocation
corpus
computation
pedagogical grammar
Issue Date: 2012
Abstract: 本文提出一個兼具質化分析與量化計算的方法,研究現代漢語句末助詞「吧」與「呢」。以中央研究院「現代漢語平衡語料庫」前期五百萬詞資料為文本,觀察句末「吧」與「呢」表達的情態意義或語用功能後提出假設:句末「吧」應區分為表說話者懷疑的「吧1」、表祈使的「吧2」與表說話者自述主觀意向的「吧3」;句末「呢」應區分為彰顯疑問的「呢1」、表事態不尋常而且值得注意的「呢2」與延續上文而針對主題提問的「呢3」。 依上述假設將文本所有含句末「吧」或「呢」的小句分為「吧1、吧2、吧3、呢1、呢2、呢3」六個電子檔,輸入鄭錦全(2011)編寫的共現詞親疏計量程式,各以句末助詞為關鍵詞,分別計算小句內共現詞的親疏引得並排序得出「吧1、吧2、吧3、呢1、呢2、呢3」的高關聯共現詞。分析各組共現詞的內部語義句法關聯後發現:「吧1」的共現詞「大概、也許、或許、應該」等都與認知情態「表說話者懷疑」相關;「吧2」的共現詞有使役動詞「請、讓」及動作動詞等,與祈使句相關;「吧3」的共現詞則常組成「算了吧、好吧、(就)這樣吧」等構式表達說話者觀點或意向。三類句末「吧」共現詞的語義特徵各符合其句末助詞的假設定義。「呢1」的共現詞「為什麼、怎麼、什麼」等都與非是非疑問相關;「呢2」的共現詞「還、才、真」常用於陳述不尋常事態以引起注意;「呢3的共現詞「那、那麼、萬一」則用於標記主題提問。三類句末「呢」的共現詞也與其句末助詞的假設語義相合。句末「吧」與「呢」的多義假設因共現詞分析結果相符而得到支持。 共現詞分析不僅支持句末「吧」與「呢」的多義假設,也可應用於句末助詞教學。除了提供具體的語義範疇與句法框架,用於建構句末助詞的教學語法與教學策略;以關鍵詞搭配共現詞檢索數位語言資源,也能供教師查詢教學實例或使學習者自修泛讀,體現「針對一詞,廣泛閱讀」的學習理念。
This thesis analyzes two Mandarin final particles BA(吧)and NE(呢)with processes of qualitative and quantitative methods using the 5-million-word corpus data of Academia Sinica Balanced Corpus of Modern Chinese. The research starts with a hypothesis that BA and NE are polysemic and both can be categorized into three variants in terms of modality or function. The three BA variants are the dubitative BA1, the imperative BA2, and the self-declaring BA3 while the three NE variants, the interrogative NE1, the highlighting NE2, and the comment-requesting NE3. To support the hypothesis, proof must be drawn from language facts. Hence, clauses attached by a BA or NE are retrieved from the corpus and grouped into six files which are run through a computer program compiled by Cheng (2011) to rank and list the collocates for each variant of BA or NE. With the semantic connections of the collocates analyzed and the concordance of senses between the collocates and the final particle variant observed, the hypothesis of BA and NE as polysemic particles can be supported. To apply the results of the collocation study on teaching and learning Chinese as a foreign language, the pedagogical grammar of the final particles BA and NE can use the collocates in the description of the grammatical structure so that each variant of BA and NE is properly learned as a separate final particle with specific modality or function. To achieve word-focused extensive reading in teaching or leaning final particles, teachers as well as students, can use the final particle as the keyword and its collocates as guidance when retrieving sentence examples from digital language resources.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0895240025%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86596
Other Identifiers: GN0895240025
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