论文部分内容阅读
中国学习者与格偏误出现之处多为与格的非典型用法,这些用法的语义在该格语义内与原型意义相对又处于边缘地区的非典型语义。它们大致可以分为3类,即①为动态性动作的抵达点(对象),②为静态性动作抵达点,③为动作的起点。它们各自分别拥有一个连续统。在②从「が」到「に」的连续统中位于「が」端的构式凸显动作主体,位于「に」端的构式凸显动作的对象,而位于中流的构式则中和为主体、对象都凸显。构式的不同取决于动词性质的不同。③的连续统为从「を」到「に」的渐变,上端包括了动作对象接受能量传递后产生变化的过程,而下端只关注能量传递到对象为止。在连续统的一端对处于相对一端的格助词产生排斥,中国学习者因忽视这种排斥而造成偏误。在两个连续统的中流虽二者都可以使用,但日语母语话者偏好用「に」,这显示出持汉日两种母语的人的识解方式的不同。
Most of the mistakes in Chinese learners’ circumstance appear to be the atypical usage of the attribution. The semantics of these usages are atypical semantics of the marginal area in the semantic meaning of the prototype. They can be roughly divided into three categories, namely ① the arrival point (object) of the dynamic action, ② the arrival point of the static action, and ③ the starting point of the action. They each have a continuum. The constructions on the “ga” side of the continuous system from “ga” to “ni” highlight the main body of action, the constructions on the “ni” side highlight the objects of the action, and the constructions in the middle stream neutralize the main body. All highlights. The different constructions depend on the nature of the verb. The continuum of (3) is a gradual change from “を” to “に”. The upper part includes the process in which the action object changes after receiving the energy transfer, while the lower part focuses on the energy transfer to the object. At the end of the continuum, the Lattice at the opposite end is rejected, and Chinese learners are biased in ignoring this exclusion. While both the middle class of the two continuums can be used, Japanese native speakers prefer to use “ni”, which shows the difference in the ways in which people who hold both Chinese and Japanese natives can understand.