“N的V”结构认知加工的类型学效应
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摘要
本文从复杂动作事件的类型学入手,通过句子可接受度判断实验,考察了母语为"领格—宾格"型语言和"作格—领格"型语言的高水平汉语二语者对"N的V"构式的加工情况。为了确定构式中V的论元选择和编制实验材料,我们进行了语料库考察。研究发现,选择施事的动词数量最多,选择受事的略少;高水平汉语二语者对"N的V"的认知加工会受到母语概念迁移的影响,具有类型学效应。
From the perspective of linguistic typology, Conceptual Transfer Hypothesis, and a comparison with native speakers of Chinese, this study investigates the processing and use of N de V constructions(N is an agent or a patient) of adult Chinese learners with different types of L1.This study comprises a corpus study which aims to determine the argument realization of particular verbs and a mixed two-factor of acceptability judgement experiment. After the analysis of rating data, this study comes to the conclusion that advanced L2 learners' acquisition of N de V was influenced by conceptual transfer.
From the perspective of linguistic typology, Conceptual Transfer Hypothesis, and a comparison with native speakers of Chinese, this study investigates the processing and use of N de V constructions(N is an agent or a patient) of adult Chinese learners with different types of L1.This study comprises a corpus study which aims to determine the argument realization of particular verbs and a mixed two-factor of acceptability judgement experiment. After the analysis of rating data, this study comes to the conclusion that advanced L2 learners' acquisition of N de V was influenced by conceptual transfer.
引文
[1]孟琮等.汉语动词用法词典[Z].北京:商务印书馆,1999.
[2]齐沪扬.与名词动词相关的短语研究[M].北京:北京语言大学出版社,2004.
[3]沈家煊,王冬梅.“N的V”和“参照体-目标”构式[J].世界汉语教学,2000,(4).
[4]文秋芳.二语习得重点问题研究[M].北京:外语教学与研究出版社,2010.
[5]詹卫东.关于“NP+的+VP”偏正结构[J].汉语学习,1998,(2).
[6]赵杨.第二语言习得[M].北京:外语教学与研究出版社,2015.
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[8]Adele E.Goldberg著,吴海波译.构式:论元结构的构式语法研究[M].北京:北京大学出版社,2007.
[9]Bachman L F,Palmer A S.The Construct Validation of Self-ratings of Communicative Language Ability[J].Language Testing,1989,(1).
[10]Blackshire-Belay C.The Role of the First Language in Foreign Language Learning[J].Language,2001,(3).
[11]Carroll,M.,Murcia-Serra,J.,Watorek,M.,&Bendiscioli,A.The Relevance of Information Organization to Second Language Acquisition Studies:The Descriptive Discourse of Advanced Adult Learners of German.Studies in Second Language Acquisition,2000,(3).
[12]Comrie B.The Syntax of Action Nominals:A Cross-language Study[J].Lingua,1976,(2-3).
[13]Ellis N C,Sagarra N.Learned Attention Effects in L2 Temporal Reference:The First Hour and the Next Eight Semesters[J].Language Learning,2010,(s2).
[14]Jarvis S.Semantic and conceptual transfer[J].Bilingualism,2000,(1).
[15]Jarvis S.Clarifying the Scope of Conceptual Transfer[J].Language Learning,2016,(3).
[16]Koptjevskaja-Tamm M.Action Nominal Constructions[A].Edited by Dryer,Matthew S.&Haspelmath,Martin.The World Atlas of Language Structures Online[C].Leipzig:Max Planck Institute for Evolutionary Anthropology,2013.
[17]Lado R.Linguistic Across Cultures[M].Michigan:The University of Michigan Press,1957.
[18]Odlin,Terence.Language Transfer:Cross-linguistic Influence in Language Learning[J].Language,1989,(1).
[19]Odlin T,Alonso-Vazquez C.Meanings in Search of the Perfect Form:A Look at Interlanguage Verb Phrases[J].Rivista Dipsicolinguistic Applicate,2006,(6).
[20]Stockwell R P,Bowen J D.The sound of English and Spanish[M].Chicago:The University of Chicago Press,1965.
(1)经语料库排查,仅有4个单音节动词可以进入“N的V”。它们分别是“爱、哭、死、笑1”。本章中动词后跟随数字表示该多义动词的第几个义项。
(2)大小写用以区分动词类(V)和具体的动词(v)。v的下标用以区分不同的具体动词。
(1)但有时“N施+的+V施”条件下的施事不能作为“N施+的+V受”条件下的施事,如“观众”可以“喜爱电影”却不会“放映电影”,因此“观众的喜爱”在语义上是合理的,而“观众的放映”则不合理。此时,我们只能将第四种条件中的施事换作“礼堂”。
[2]齐沪扬.与名词动词相关的短语研究[M].北京:北京语言大学出版社,2004.
[3]沈家煊,王冬梅.“N的V”和“参照体-目标”构式[J].世界汉语教学,2000,(4).
[4]文秋芳.二语习得重点问题研究[M].北京:外语教学与研究出版社,2010.
[5]詹卫东.关于“NP+的+VP”偏正结构[J].汉语学习,1998,(2).
[6]赵杨.第二语言习得[M].北京:外语教学与研究出版社,2015.
[7]朱德熙.自指和转指--汉语名词化标记“的、者、所、之”的语法功能和语义功能[J].方言,1983,(1).
[8]Adele E.Goldberg著,吴海波译.构式:论元结构的构式语法研究[M].北京:北京大学出版社,2007.
[9]Bachman L F,Palmer A S.The Construct Validation of Self-ratings of Communicative Language Ability[J].Language Testing,1989,(1).
[10]Blackshire-Belay C.The Role of the First Language in Foreign Language Learning[J].Language,2001,(3).
[11]Carroll,M.,Murcia-Serra,J.,Watorek,M.,&Bendiscioli,A.The Relevance of Information Organization to Second Language Acquisition Studies:The Descriptive Discourse of Advanced Adult Learners of German.Studies in Second Language Acquisition,2000,(3).
[12]Comrie B.The Syntax of Action Nominals:A Cross-language Study[J].Lingua,1976,(2-3).
[13]Ellis N C,Sagarra N.Learned Attention Effects in L2 Temporal Reference:The First Hour and the Next Eight Semesters[J].Language Learning,2010,(s2).
[14]Jarvis S.Semantic and conceptual transfer[J].Bilingualism,2000,(1).
[15]Jarvis S.Clarifying the Scope of Conceptual Transfer[J].Language Learning,2016,(3).
[16]Koptjevskaja-Tamm M.Action Nominal Constructions[A].Edited by Dryer,Matthew S.&Haspelmath,Martin.The World Atlas of Language Structures Online[C].Leipzig:Max Planck Institute for Evolutionary Anthropology,2013.
[17]Lado R.Linguistic Across Cultures[M].Michigan:The University of Michigan Press,1957.
[18]Odlin,Terence.Language Transfer:Cross-linguistic Influence in Language Learning[J].Language,1989,(1).
[19]Odlin T,Alonso-Vazquez C.Meanings in Search of the Perfect Form:A Look at Interlanguage Verb Phrases[J].Rivista Dipsicolinguistic Applicate,2006,(6).
[20]Stockwell R P,Bowen J D.The sound of English and Spanish[M].Chicago:The University of Chicago Press,1965.
(1)经语料库排查,仅有4个单音节动词可以进入“N的V”。它们分别是“爱、哭、死、笑1”。本章中动词后跟随数字表示该多义动词的第几个义项。
(2)大小写用以区分动词类(V)和具体的动词(v)。v的下标用以区分不同的具体动词。
(1)但有时“N施+的+V施”条件下的施事不能作为“N施+的+V受”条件下的施事,如“观众”可以“喜爱电影”却不会“放映电影”,因此“观众的喜爱”在语义上是合理的,而“观众的放映”则不合理。此时,我们只能将第四种条件中的施事换作“礼堂”。