作者
Author

謝信一

Hsin-I Hsieh

關鍵詞
Key words

語意模糊，互動理論，組成認知語法，比喻，教學法，教師發起法，學生發起法

semantic opacity, interaction theory, compositional cognitive grammar, metaphors, pedagogy, teacher-initiated method, students-initiated method

摘要

　　本文旨在利用語法互動理論將語意模糊分成三大類，即互補，互助，衝突，並加以分析討論。在討論這三類語意模糊之後，並建議中文教師如何將此觀點實際應用於中文教學之上。

Abstract

　　Two rules within a component or two components within a grammar can interplay as two interactive entities in three ways: (i) complementation, (ii) conspiracy, and (iii) conflict. If two interactive entities, whether two rules or two components, apply to two disjoint inputs or domains, they complement each other or are in a complementation. If two interactive units apply to the same input or domain to achieve a unified result, then they conspire or are in a conspiracy. If two interactive objects apply to the same input or domain to yield two opposing results, then they conflict or are in a conflict. Each way of component interaction can create semantic opacity, because the full meaning of a sentence cannot be computed from the aggregate of its partial meanings, some of which may be twisted or missing from the sentence. Complementation can create an opaque sentence which uses a metaphor whose form says little about whose meaning directly. Conspiracy can create an opaque sentence whose form largely but not fully reveals whose meaning. Conflict can yield a sentence whose form is a very unreliable indication of whose meaning. We discuss the three types of semantic opacity generated by these kinds of component interaction, and offer a method to meet the challenge that they pose for teachers of Chinese.

內容語文
Language

英文

頁次
Page

83-115

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