漢語移動事件中「來」與「過來」之探究
-
蕭 惠貞
蕭 惠貞: 博士 (美國紐約州立大學水牛城分校), 現任臺灣師範大學, 華語文教學系暨研究所教授, 研究方向及興趣主要為認知語言學、詞彙語義學、漢語教學語法、對外漢語教學及應用語言學。主要論著有《認知語言學視角下之華語教學實證探究》與《台灣華語萬花筒. 華語看世界》。
und
魏 吟玲
魏 吟玲: 臺灣師範大學華語文教學系碩士畢業, 研究興趣主要為認知語言學、漢語的運動事件、中日語言對比分析研究。
提要
漢語指示動詞「來」與「過來」皆表示移動主體朝向指示中心之移動 (齊滬揚，1996)，反映說話者與移動主體之間的參照關係,但兩者存在細微的差異。據此, 本文旨在考察移動事件中「來」與「過來」各別側重的認知概念, 以釐清兩個動詞所指涉的移動事件有何異同。透過語料庫分析研究與漢語母語者實證調查,本研究結果顯示:「來」與「過來」分別突顯不同的認知概念,「來」強化終點參照, 弱化路徑概念, 可用於描述較抽象的移動事件; 相較之下, 「過來」則突顯過程路徑, 多用於表示具體移動路徑的移動事件。然而, 由於「過來」受限於強化過程路徑的概念,無法用於抽象移動事件中,因此「來」的使用範圍較「過來」廣。
Abstract
The goal of this study is to investigate the similarities and differences between the deictic motion verbs COME, i.e., lai and guolai, used in Mandarin motion event descriptions. Previous studies have proposed that both lai and guolai indicate the subject is moving toward the deictic center and reflect the referential relationship between the speaker and the subject (Qi, 1996). However, the subtle differences between lai and guolai remain controversial. In contrast to previous studies, we adopted a corpus-based analysis supplemented by an on-line questionnaire. First, we extracted 500 sentences of lai and guolai respectively from the COCT corpus, and manually eliminated exceptional cases. Second, we classified, contrasted, and examined these data from cognitive, semantic and syntactic aspects. Next, we used a questionnaire to investigate the usage of lai and guolai under different conditions by 50 Chinese native speakers in order to study their tendencies in terms of usage and degree. The preliminary results show that lai and guolai highlight different cognitive concepts respectively. It is found that lai emphasizes the concept of “TOWARD-A-GOAL” or the meaning of appearance. Therefore, it can be used to describe abstract motion events under certain conditions, such as: an inanimate subject, non-real change-of-location, non-current motion events, and so on. By contrast, guolai highlights the concepts of “PROCESS” and “PATH”. Therefore, the verb is often used to express motion events which denote real change-of-location, such as current motion events, emphasizing the meaning of movement, imperative sentences and so on. Limited to emphasizing PATH information, guolai can only be used in describing physical motion events. Thus, it can be inferred that lai is more widely used than guolai. Overall, the results of the study reveal that native speakers of Mandarin tend to use different verbs to highlight cognitive perspectives, such as references to GOAL or PATH. However, the level of each influencing factor still requires further research.
About the authors
蕭 惠貞: 博士 (美國紐約州立大學水牛城分校), 現任臺灣師範大學, 華語文教學系暨研究所教授, 研究方向及興趣主要為認知語言學、詞彙語義學、漢語教學語法、對外漢語教學及應用語言學。主要論著有《認知語言學視角下之華語教學實證探究》與《台灣華語萬花筒. 華語看世界》。
魏 吟玲: 臺灣師範大學華語文教學系碩士畢業, 研究興趣主要為認知語言學、漢語的運動事件、中日語言對比分析研究。
致謝(Acknowledgements)
感謝所有曾參與本實驗的受試者。本研究曾於2020年第19屆臺灣華語文教學年會暨國際學術研討會上 (2020 International Annual Conference of Teaching Chinese as a Second Language) 宣讀部分成果, 並進行討論, 感謝與會者對本研究的寶貴建議。感謝CASLAR期刊匿名審查委員的建議。最後, 感謝臺灣科技部計畫經費挹注 (MOST 107-2410-H-003-025-MY2), 使本研究與實驗得以順利完成。文中若有任何疏漏, 責在作者。
附錄[Appendix]: 問卷內容
【認知層面】
| 觀察項目 | 測試句 | |
|---|---|---|
| 移動主體 | 有生命性 | A: 我在門前放了一盆貓薄荷驅蚊, 沒想到幾天後有流浪貓___了。 B: 你要不要換其他植物? |
| 無生命性 | A: 你怎麼還在路上啊? B: 我三十分鐘前打電話叫車, 等了好久, 車子終於____了。 |
|
| 空間移動 | 物理 | A: 從實驗室____只要三分鐘, 你怎麼走這麼久? B: 抱歉, 因為我中途迷路了。 |
| 心理 | A: 你平常不做好準備, 現在問題____了, 要怎麼辦才好? B: 我自有辦法。 |
|
| 移動時間 | 說話當下 | A: 現在會議剛好開始, 你要不要快點___? B: 抱歉我剛出門, 可能趕不上了。 |
| 非說話當下 | A: 我在昨天的聚會看到你前女友耶。 B: 是阿, 我沒想到她會____。 |
|
【語義層面】
| 觀察項目 | 測試句 |
|---|---|
| 移動義 | (B看到A在遠處下車) A: 嗨, 我到了 B: 你先別___, 在原地等我。 |
【語義層面】 (continued)
| 觀察項目 | 測試句 |
|---|---|
| 出現義 | A: 我們這些擺地攤的小販最怕警察___了。 B: 這裡是警察取締的區域啊? |
| 到達終點 | A: 我剛____臺灣的那幾年, 適應得不是很好, 東西都吃不習慣。 B: 那現在適應了嗎? |
【句法層面】
| 觀察項目 | 測試句 | |
|---|---|---|
| 句式 | 陳述句 | A: 她家住在離機場很遠的地方, 但是特地_____跟你道別。 B: 真的嗎?我好感動! |
| 祈使句 | (A踢到桌腳時B剛好在一旁) A: 噢, 好痛! B: _____讓我看看有沒有受傷 |
|
| 倒裝句 | A: 我家門前_____了一隻流浪貓, 怎麼趕也趕不走。 B: 那你要不要收養牠啊? |
|
| 非倒裝句 | A: 我在門前放了一盆貓薄荷驅蚊, 沒想到幾天後有流浪貓___了。 B: 你要不要換其他植物? |
|
| 後接論元 | 後有動詞論元 | A: 我上次坐飛機時, 有個小孩一直吵鬧, 空服員很客氣地_____安撫, 要他坐下來, 但他的父母都不管教, 還縱容小孩把冷氣孔當玩具玩。 B: 那坐在附近的乘客就不能好好休息了。 |
| 後有終點論元 | A: 喂, 你在家嗎? B: 喂, 抱歉我不在家, 你要不要改天再___我家? |
|
| 後無動 詞、終 點論元 |
A: 那間餐廳怎麼樣? B: 我只記得剛進餐廳的時候, 就有一個長得很帥的服務生_____, 手裡還拿著菜單。 |
|
參考文獻 [References]
Fillmore, Charles J. 1971. Toward a theory of deixis. University of Hawaii Working Papers in Linguistics 3(4). 219–242.Suche in Google Scholar
Fillmore, Charles J. 1975. Santa Cruz Lectures on Deixis 1971. Bloomington: IULC.Suche in Google Scholar
Fillmore, Charles J. 1982. Towards a descriptive framework for spatial deixis. In R. J. Jarvella & W. Klein (eds.), Speech, place, and action: Studies in Deixis and related topics, 31–59. London: Wiley.Suche in Google Scholar
Fillmore, Charles J. 1997. Lectures on Deixis. Stanford: CSLI Publications.Suche in Google Scholar
Fang, Jingmin (方經民). 1999. Hanyu kongjian canzhao han shidian漢語空間參照和視點[(lit.) Chinese Spatial Reference and Viewpoint]. In Jiang, Lansheng & Hou, Jingyi (江藍生, 侯精一) (eds.), Hanyu xianzhuang yu lishi de yanjiu《漢語現狀與歷史的研究》[Studies on the Current Status and History of Chinese]. 北京: 中國社會科學出版社. Beijing: China Social Sciences Press.Suche in Google Scholar
Guo, Li (郭莉). 2002. Yingyu dongci “come, go” han hanyu dongci “lai/qu” de neizai zhishi yiyi bijiao英語動詞“come, go”和漢語動詞「來、去」的內在指示意義比較[Comparison between English verbs “come”, “go” and Chinese verbs “come”, “go”]. Leshan shifan xueyuan xuebao《樂山師範學院學報》[Journal of Leshan Teachers College] 17(2). 65–69.Suche in Google Scholar
Hung, Pi-Hsia (洪碧霞). 2013. Ruhe zai fei hanyu huanjing xia jiaoshou hanyu quxiang dongci-yi faguo xuexizhe wei li如何在非漢語環境下教授漢語趨向動詞-以法國學習者為例[How to Teach Mandarin Motion Verbs in a Non-Chinese Environment-The Case of French Learners]. Huayu wen jiaoxue yanjiu《華語文教學研究》[Journal of Chinese Language Teaching] 10 (1). 31–60.Suche in Google Scholar
Jackendoff, Ray. 2002. Foundations of Language: Brain, Meaning, Grammar, Evolution. Oxford: Oxford University Press.10.1093/acprof:oso/9780198270126.001.0001Suche in Google Scholar
Lü, Shuxiang (呂叔湘). 1980. Xiandai hanyu babai ci《現代漢語八百詞》[Eight Hundred Words of The Contemporary Chinese]. 北京: 商務印書館 Beijing: The Commercial Press.Suche in Google Scholar
Liu, Yuehua (劉月華). 1998. Quxiang buyu tong shi《趨向補語通釋》[A Complete Illustration of Chinese Directional Complements]. 北京: 北京語言大學出版社 Beijing: Beijing Language and Culture University Press.Suche in Google Scholar
Langacker, Ronald W. 1991. Foundations of Cognitive Grammar: Descriptive Application, vol. 2. Stanford: Stanford University Press.Suche in Google Scholar
Langacker, Ronald W. 2008. Cognitive Grammar: A Basic Introduction. Oxford: Oxford University Press.10.1093/acprof:oso/9780195331967.001.0001Suche in Google Scholar
Lewandowski, Wojciech. 2014. Deictic verbs: Typology, thinking for speaking and SLA. SKY Journal of Linguistics 27. 43–65.Suche in Google Scholar
Lin, Jingxia. 2019. Encoding Motion Events in Mandarin Chinese. Amsterdam: John Benjamins Publishing Company.10.1075/scld.11Suche in Google Scholar
Ministry of Education. 2013. Jiaoyubu Zhongbian Guoyu Cidian Xiudingben《教育部重編國語辭典修訂本》 [Ministry of Education Mandarin Chinese Dictionary (Revised Mandarin Chinese Dictionary)]. http://dict.revised.moe.edu.tw/cbdic/ (accessed 25 April 2021).Suche in Google Scholar
Nakazawa, Tsuneko. 2006. Motion event and deictic motion verbs as path-conflating verbs. In Stefan Muller (ed.), Proceedings of the 13th international conference on Head-driven Phrase Structure Grammar, Varna, 284–304. Stanford, CA: CSLI Publications.10.21248/hpsg.2006.16Suche in Google Scholar
Nakazawa, Tsuneko. 2009. A typology of the path of deictic motion verbs as path-conflating verbs: The entailment of arrival and the deictic center. Poznań Studies in Contemporary Linguistics 45(3). 385–403.10.2478/v10010-009-0022-6Suche in Google Scholar
Qi, Huyang (齊滬揚). 1996. Kongjian weiyi zhong zhuguan canzhao “lai/qu” de yu yong hanyi空間位移中主觀參照「來/去」的語用含意[(lit.) Pragmatic meaning of subjective reference “lai/qu” in spatial change of location]. Shijie hanyu jiaoxue《世界漢語教學》[Chinese Teaching in the World] 4. 54–63.Suche in Google Scholar
Qi, Huyang (齊滬揚). 2014. Xiandai hanyu xianshi kongjian de renzhi yanjiu《現代漢語現實空間的認知研究》[(lit.) A Cognitive Study of the Real Spatial in Mandarin]. 北京: 商務印書館 Beijing: The Commercial Press.Suche in Google Scholar
Slobin, Dan I. 1987. Thinking for speaking. In Proceedings of the thirteenth annual meeting of the Berkeley Linguistics Society, 435–444.10.3765/bls.v13i0.1826Suche in Google Scholar
Sawada, Jun (澤田淳). 2018. Nihongo no chokuji idodoshi no sentaku genri ni tsuite “ku/kuru” no sentaku wa dono yo ni shite kimaru no ka? 日本語の直示移動動詞の選択原理について―「行く/来る」の選択はどのようにして決まるのか?― [Deictic motion verbs in Japanese : How is the selection of iku (GO) and kuru (COME) determined?]. Gengo bunka kenkyu《言語文化研究》 [Studies in Language and Literature] 38(1–2). 237–290.Suche in Google Scholar
Talmy, Leonard. 1985. Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (ed.), Language typology and syntactic description, Vol. 3: Grammatical categories and the lexicon, 57–149. New York: Cambridge University Press.Suche in Google Scholar
Talmy, Leonard. 2000. Toward a cognitive semantics: Typology and process in concept structuring. Cambridge MA: The MIT Press.10.7551/mitpress/6848.001.0001Suche in Google Scholar
Taylor, Holly A. & Barbara Tversky. 1996. Perspective in spatial descriptions. Journal of Memory and Language 35(3). 371–391.10.1006/jmla.1996.0021Suche in Google Scholar
Wilkins, David P. & Deborah Hill. 1995. When “go” means “come”: Questioning the basicness of basic motion verbs. Cognitive Linguistics 6(2–3). 209–259.10.1515/cogl.1995.6.2-3.209Suche in Google Scholar
Wen, Xu (文旭). 2007. Yundong dongci “lai/qu” de yu yong yiyi ji qi zhishi tiaojian運動動詞「來/去」的語用意義及其指示條件 [Pragmatic meaning and deictic conditions of the motion verbs lai and qu]. Waiyu jiaoxue yu yanjiu(waiguo yuwen shuangyuekan)《外語教學與研究 (外國語文雙月刊) 》 [Foreign Language Teaching and Research (Bimonthly)] 39(2). 91–96.Suche in Google Scholar
Wei, Pei-Chuan (魏培泉). 2013. “V-guo-lai/qu” de lishi fazhan「V–過–來/去」的歷史發展 [The historical development of “V-guo-lai/qu”]. Zhongguo yuyan xue jikan《中國語言學集刊》[Bulletin of Chinese Linguistics] 7(2). 1–34.10.1163/2405478X-90000117Suche in Google Scholar
Zeng, Chuanlu (曾傳祿). 2009. “Guolai/Guoqu” de yongfa ji qi renzhi jieshi「過來」、「過去」的用法及其認知解釋[The cognitive interpretation of the usage of “guolai/ guoqu”]. Xi hua shifan daxue xuebao (Zhexue shehui kexue ban)《西華師範大學學報 (哲學社會科學版) 》[Journal of China West Normal University Philosophy & Social Sciences] 2. 1–7.Suche in Google Scholar
Zhang, Hui (張慧). 2009. “V guolai” de jufa yuyi fenxi ji “guolai” de xuhua tansuo「V過來」的句法語義分析及「過來」的虛化探索 [The Syntactic and Semantic Analysis of “V Guo lai ” Structure and the Study of Grammaticalization of “Guo lai”] (Unpublished master’s thesis). 上海: 上海師範大學 Shanghai Normal University, Shanghai.Suche in Google Scholar
Zong, Qian (宗茜). 2015. Quxiang dongci “guolai/guoqu” de yuyi fenxi yu yixiang tu shi jiangou趨向動詞「過來」、「過去」的語義分析與意象圖式建構[Semantic analysis and image schema construction of “guo lai” and “guo qu”]. Qingdao nongye daxue xuebao (shehui kexue ban)《青島農業大學學報 (社會科學版) 》 [Journal of Qingdao Agricultural University (Social Science)] 27(2). 89–92.Suche in Google Scholar
Zhu, Jingjin (朱京津). 2017. Quxiang buyu “guolai/guoqu” de er yu xide shiyi celüe趨向補語「過來」、「過去」的二語習得釋義策略 [Explaining strategy study of complement “guolai” “guoqu” in the L2 Chinese acquisition]. Hanyu xuexi《漢語學習》[Chinese Language Learning] 2. 106–112.Suche in Google Scholar
© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Locative phrase and descriptive discourse in L2 Chinese
- Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
- A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020
- Papers in Chinese
- 以“了”为端点构拟汉语语法的体系统模型
- 漢語移動事件中「來」與「過來」之探究
- 日籍華語學習者的體標記習得偏誤
Artikel in diesem Heft
- Frontmatter
- Papers in English
- Locative phrase and descriptive discourse in L2 Chinese
- Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
- A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020
- Papers in Chinese
- 以“了”为端点构拟汉语语法的体系统模型
- 漢語移動事件中「來」與「過來」之探究
- 日籍華語學習者的體標記習得偏誤
