对“任何”否定极性功能的多角度考察

发布时间：2018-02-27 07:08

本文关键词： 任何极性否定每　出处：《暨南大学》2013年硕士论文　论文类型：学位论文

【摘要】：在对外汉语教学中，教师可发现诸多关于“任何”与“什么”、“每”、“所有”等限定词混用的偏误现象。究其原因，有三：一是在教材或词典中，注释不明；二是教师教学指导不够准确与科学。目前还没有专门针对“任何”的语义、句法、语用三层面特点的研究。目前部分是集中在词典类、词类著述或者作为对比对象出现在论文中。本文着重考察“任何”的否定极性功能，分析其功能在语义特征、句子允准条件以及语用层面的体现，并在此本体研究的基础上讨论对其对外汉语教学的启示。在语义层面，我们选择与“任何”具有典型区别的“每”进行对比分析，层层分析“任何”在否定语境中否定最小量而进行强烈的全量否定的功能，，证明“任何”具有极性义命题的合理性。在句子层面，通过封闭式的真实语料分析，我们发现“任何”一般只出现在否定语境中。“任何”出现的允准条件包括显性否定结构和隐性否定结构，其中包括“非事实反义谓词、正反对比、特定的句子格式、对比焦点标记”。在语用层面，极性词“任何”具有典型的焦点特征。其焦点特征也体现在与“都/也”的共现上。这也决定了“任何”结构体主要是分布于言域，即出现在宣告类、规定类、指令类、意愿类等言域中；而基本没有出现在知域和行域中。这与“任何”结构体的否定极项义相呼应。对外汉语教学上，对其核心语义应着重理解，结合语篇解释其与副词的共现情况，根据其允准条件促进学生对“任何”语义的进一步了解。
[Abstract]:In teaching Chinese as a foreign language, teachers can find a lot of errors in the mixed use of "any" and "what", "every" and "all". There are three reasons for this: first, in textbooks or dictionaries, the annotations are not clear; Second, teachers' teaching instruction is not accurate and scientific. At present, there is no research on the semantic, syntactic and pragmatic characteristics of "any". Part of speech writing or appearing as a comparative object in a paper. This paper focuses on the negative polarity function of "any", analyzes its semantic features, sentence permission conditions and pragmatic aspects, and discusses its implications for teaching Chinese as a foreign language on the basis of this ontological study. At the semantic level, we choose to make a comparative analysis with "every", which is typically different from "any", and analyze "any" in the negative context by negating the minimum and performing a strong function of total negation. To prove the rationality of the proposition that "any" has polar meaning. At the sentence level, we find that "any" generally appears only in the negative context through the analysis of closed real corpus. The conditions of "any" appearing include explicit negative structure and implicit negative structure. These include non-factual antisense predicates, positive and negative contrasts, specific sentence formats, contrasting focus markers. At the pragmatic level, the polar word "any" has a typical focus feature, and its focus feature is also reflected in the co-occurrence with "Capital / also". This also determines that "any" structure is mainly distributed in the field of speech, that is, it appears in the declarative category and the prescribed category. Instruction class, will class, etc., but they do not appear in the field of knowledge and line, which echoes the negative polar meaning of "any" structure. In teaching Chinese as a foreign language, we should focus on understanding its core semantics, explain its co-occurrence with adverbs in combination with discourse, and promote students' further understanding of "any" semantics according to its permitted conditions.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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