“把” 字句中情态动词的位置
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Junjun Xiu
修俊俊, 浙江大学汉语言文字学博士, 北京大学博雅博士后。 研究兴趣包括理论语言学、国际汉语教学。 发表《焦点算子 “也” 与情态动词的相对语序限制》《动词重叠的否定与情态组配》《情态动词正反重叠式的语义及其句法分布》等论文。
Junjun Xiu is a Boya postdoctoral fellow of Peking University. He received his PhD in Chinese linguistics from Zhejiang University. His research focuses on theoretical linguistics and international Chinese language teaching. His main publications includeThe Restriction of Word Order between Focus Operator ‘ye’ and Modal Verbs ,Negation of verb reduplication and modality arrangement , andSemantic and syntactic distribution of reduplication of modal verbs .
提要
汉语语法学界一般认为情态动词只能用于 “把” 字句的 “把” 字之前, 但语言事实显示情态动词在一定的条件下, 也能用于 “把” 字之后。 本文主要考察了情态动词用于 “把” 字之后的允准与限制、使用特点、表达效果与语法意义。 情态动词出现在 “把” 字之后, 可以出现在作为假设小句、宾语小句、推测主句之类的 “把” 字句中, 此类 “把” 字句存在时体与情态语义的限制, 即: (一) 当把字句存在现实体 “了1”, 情态动词一般不能进入。 (二) 当把字句没有时体成分出现时, “把” 后的情态动词语义无标记情况下不能是动力情态[意愿] (被动), 认识情态[推测], 而道义情态[义务], 动力情态[能力]则可以出现。 语用上则具有主观认识性、虚拟假设性、以及非现实的施为性等要求。 情态动词用于 “把” 字之后, 此时的 “把” 字句处置性减弱, 叙述性、描述性增强, “把” 字后为道义情态表现为施为句, “把” 字后为认识情态则表现为叙事句。 情态动词作为焦点敏感算子, 在 “把” 前后表现为焦点与焦点辖域的不同。 这可以从距离像似性得到解释, 距离情态动词越近的成分越容易成为焦点。 本文还为 “把” 字句表达 “完全” 意义, “把” 字之后的宾语不一定是有定成分等观点提供了形式与意义上的证据。
Abstract
It is generally believed that modals can only occur before Ba in the Ba-construction in modern Chinese, but natural data also show that modals can occur after Ba under certain conditions. This paper studies the licensing of, and restriction on, the uses of modal verbs in Ba-construction, such as syntactical features, expressing effect, and grammatical meaning. Modal verbs can occur after Ba of the Ba-construction in some specific sentence patterns, including hypothetical clause, object complement clause, speculative main sentence, and so on, with restrictions of tense-aspect and modality semantics. Modals appearing after Ba in the Ba-constructions occur obligatorily with quantifiers, making the Ba-constructions much more prominent with the ‘total affectedness’ and manifesting the relatedness between the quantity sensitivity of modality and the semantic function of BA-constructions. The BA-construction with modal verbs after BA usually express a low-probability event, other than a causative or a disposal event. Unlike the object of BA in a typical BA-constructions, the objects of BA in the BA-constructions with the modal verbs after BA indicate much lower definiteness, sometimes even no definiteness. As a focus-sensitive operator, modal verbs show the difference between focus and focus scope before and after BA. This can be explained by distance iconicity. The closer the component is to the modal verb, the easier it is to become the focus. This article also provides formal and meaningful evidence for the view that the word BA expresses a “complete” meaning, and the object after the word BA does not necessarily have a definite component.
Funding source: 国家社科基金项目 “汉语情态与体的同现限制研究”
Award Identifier / Grant number: 23BYY042
About the author
修俊俊, 浙江大学汉语言文字学博士, 北京大学博雅博士后。 研究兴趣包括理论语言学、国际汉语教学。 发表《焦点算子 “也” 与情态动词的相对语序限制》《动词重叠的否定与情态组配》《情态动词正反重叠式的语义及其句法分布》等论文。 Junjun Xiu is a Boya postdoctoral fellow of Peking University. He received his PhD in Chinese linguistics from Zhejiang University. His research focuses on theoretical linguistics and international Chinese language teaching. His main publications include The Restriction of Word Order between Focus Operator ‘ye’ and Modal Verbs, Negation of verb reduplication and modality arrangement, and Semantic and syntactic distribution of reduplication of modal verbs.
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Research funding: 国家社科基金项目 “汉语情态与体的同现限制研究” (23BYY042) 阶段成果。
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Articles in the same Issue
- Frontmatter
- Papers in English
- Top-down Chinese as a second language reading strategies
- Curriculum design in teaching Chinese characters to American students: when and what?
- The relationship between parental involvement and children’s language acquisition
- Papers in Chinese
- 探究影響漢語雙及物構式語句產出之要素
- 韩国企业员工汉语自主学习研究
- “把” 字句中情态动词的位置
Articles in the same Issue
- Frontmatter
- Papers in English
- Top-down Chinese as a second language reading strategies
- Curriculum design in teaching Chinese characters to American students: when and what?
- The relationship between parental involvement and children’s language acquisition
- Papers in Chinese
- 探究影響漢語雙及物構式語句產出之要素
- 韩国企业员工汉语自主学习研究
- “把” 字句中情态动词的位置
