現代漢語「給」與日語相對應形式之對比分析及教學應用

Abstract

現代漢語介詞「給」是將給予、服務、傳達、替代等對象引進至句中的功能詞，本文透過文獻探討與自行建立的漢日平行語料庫分析探討「給」字的語義和篇章層面的功能，以及針對「給」構成的三種給字句（S1句式：NP1+V+給+NP2 +NP3、S2句式：NP1+V+NP3+給+NP2、S3句式：NP1+給+NP2+V+NP3）進行認知角度的分析，並且由語料庫分析了解對應於漢語「給」的日語形式。 藉由文獻探討得出，「給」字的語義功能是引進「終點格（包括給予對象、服務對象、傳達對象）」和「受惠格（替代對象）」至句中，各句式都對搭配動詞的語義特徵有限制。S1句式表示給予義，可進入此句式的動詞語義有限，S2句式表示給予和傳達， S3句式表示的句義最多，即是給予、服務、傳達和替代四種，搭配動詞的語義限制最少。S1句式的給予義在三種給字句中最清楚，其次為S2句式，S3句式表示的不只是實物給予，是「某事件的給予」。在篇章層面，在S1和S2句式裡，焦點一般都是直接賓語（NP3），S3句式的焦點則除此之外落於「給+間賓（NP2）」後的動詞組或包括「給+間賓（NP2）」的整個謂語部分。 藉由漢日對比語料庫分析得知，漢語「給」的日語相對應形式是以「に（ni）」為主，是標記終點格、目標格、受惠格等各角色的格助詞。另外，漢語三種給字句中，S3句式的句式義相對應日語授受助動詞「てあげる（teageru）」、「てくれる（tekureru）」等形式，S1、S2句式的句式義則只有「給予」，因此不常對應授受助動詞。 最後，筆者解析現行對日華語教材，將對比結果落實至教學排序中，以利於教學者教學和學習者習得。

“Gei” in modern Mandarin is a function word that introduces the receiver of an act of giving (i.e. the person or thing that receives that which is being given) in the middle of the sentence. This study uses a discussion of the relevant literature and its own Chinese-Japanese corpus to analyze and discuss “gei”’s semantic and discourse functions, and to perform a cognitive analysis of the three sentence patterns “gei” appears in. Finally, the Chinese-Japanese corpus is used to determine which Japanese forms are equivalent to “gei”. According to the relevant literature, “gei”’s semantic function is to introduce the receiver of an object, service or message in the middle of a sentence. Each of these sentence patterns limits the semantic properties of the corresponding verb. Sentence pattern 1 (S1) is used to express the giving of objects, the giving of services, and transmission of messages, and imposes relatively little limitation on its verb; however giving-related verbs rarely appear in this sentence pattern. Sentence pattern 2 (S2) expresses the giving and transmission of information, and imposes the least limitation on its verb. Sentence pattern 3 (S3), however, is the opposite, and can only express giving, and so can only take a limited number of verbs. S3 most clearly expresses giving, followed by S2; S1 expresses not only the giving objects but also giving in an abstract sense. Therefore, in terms of discourse, the focus of S1 typically falls on the verb phrase following “gei + indirect object (NP2)”; while in S2 and S3 the focus is usually on the direct object (NP3). The study then analyzes the Chinese-Japanese corpus to determine that the Japanese form that best corresponds to “gei” is “に” (“ni”), followed by “のために” (“notameni”). These two words mark goal, target and benefactive case-maker postpositional particles, and in terms of syntactic position are not equivalent to Mandarin Chinese’s “gei”. Additionally, of the three sentence patterns, S1 is equivalent to the Japanese giving and receiving auxiliary verbs “てあげる” (“teageru”) and “てくれる” (“tekureru”); S2 and S3 only have the meaning of “giving”, and therefore rarely are equivalent to giving and receiving auxiliary verbs. Finally, the author analyzes Mandarin Chinese teaching materials aimed at Japanese learners, and integrates the results of this study into Mandarin Chinese pedagogy for Japanese students, with the hope that it will benefit the teaching and acquisition of Mandarin Chinese.