作者
Author

蔡美智

Mei-Chih Tsai

關鍵詞
Key words

對外華語教學、語氣、語氣副詞、反問句、中研院平衡語料庫

TCSL, modality, modal adverbs, rhetorical questions, SINICA corpus

摘要

　　華語語氣詞詞性多樣，不具特定詞義，在外籍生母語中也找不到一對一的詞語對應，致使學習困難。本文以「何嘗」為例，探討如何提升語氣副詞教學成效。華語進階教材以列詞彙表處理「何嘗」，或僅標音，或參照詞典註明該詞以反問語氣表示「未曾」或「並非」，然而三詞間無法自由代換。《現代漢語八百詞》雖指出「何嘗」以反問語氣在肯定形式前表否定，在否定形式前表肯定，但無法從中得知何以該詞經常與「又」搭配出現，且否定式使用率遠超過肯定式。本文利用中研院現代漢語平衡語料庫，檢視語氣副詞「何嘗」的搭配關係，發現兩種最常見的組合「又何嘗不、何嘗不」，從而探索反問功能的語意基礎；接著透過否定、讓步、平比三種高頻搭配句式及共現成分，揭露「何嘗」強化肯定和強化對比兩項語用功能。

Abstract

　　The notion of “yu3qi4”, equivalent of modality, is one of the major problems in Teaching Chinese as Second Language (TCSL). Being part of lexicon which communicate more than is said, the modal adverbs have neither specific lexical meaning, nor exact equivalent in learners’ native languages. These items, nevertheless, are simply listed as new vocabulary in most of the TCSL materials. Although modern Chinese dictionaries and grammar books provide near-synonyms as well as syntactic descriptions for “he2chang2”, it is shown in this study that the physical environment, i.e. the context, unveils more significant information about how rhetorical questions are used. With the identification of crucial collocation and co-occurrence relations from SINICA corpus, both semantic properties and pragmatic strategies of this modal adverb could be better retrieved and accounted for.

內容語文
Language

中文

頁次
Page

131-146

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