基于言语行为理论的“把”字句研究

发布时间：2018-06-19 05:21

本文选题：言语行为理论 + “把”字句　；参考：《北京大学》2012年博士论文

【摘要】：“把”字句是现代汉语中一个颇有特点的句式，从上个世纪二十年代以来，“把”字句研究一直是汉语学界的热点课题。在近一个世纪的研究历程中，学界对“把”字句的研究逐渐形成了颇具特色的研究传统和领域，并取得了丰硕的成果。在对外汉语教学领域，“把”字句历来是教学的重点和难点，而仅仅向学生提供诸如“处置”、“致使”等抽象术语也很难满足他们的需要，在很多情况下，他们可能还需要了解“把”字句在实际语言中的使用情况以及他们所使用的“把”字句与汉语母语者有无区别等问题。因此，本文立足语用学的核心理论之一——言语行为理论，从对话和叙述两个方面对汉语母语者和韩语母语者使用“把”字句的情况分别进行了考察和对比，希望通过本文的研究，我们能够对“把”字句的认识和把握更加完备和系统，如果同时能够为汉语教学或教材编写提供些微帮助，那将是本文作者最大的心愿。本文共分八章：第一章为绪论部分，主要交代了本文的选题缘由、理论指引、语料来源、研究思路、结构安排以及研究方法等问题。第二章是文献述评，在回顾前贤研究成果的基础上，指出目前研究的不足和本文应关注的问题。第三章是对言语行为理论的介绍。本章主要介绍了Austin的言语行为理论、Searle的言语行为理论以及Searle之后西方学者对言语行为的研究。其中，我们重点介绍了Searle对施事行为的分类体系并将它确定为本文的理论基础。第四章考察了对话中汉语母语者“把”字句的使用情况。以三十三集电视连续剧《婚姻保卫战》和一百二十集电视连续剧《我爱我家》的对白为语料（共约170万字），我们发现，在对话中，说话人使用“把”字句所实施的最常见的施事行为包括指令行为、断言行为和表情行为三大类，这三类“把”字句所占比例之和达到了“把”字句总数的70％以上，其中，指令行为类“把”字句最多，约占40.4％，且此类“把”字句的施事意图大都十分“强烈”；同时，说话人使用“把”字句所实施的施事行为并非只有Searle提出的五类，还包括断言/表情行为、表态行为、推测行为和其他类施事行为等；第三，问句形式的“把”字句可执行多种施事行为，如表情行为、表态行为、承诺行为、其他类施事行为等，其中问句形式是说话人使用“把”字句实施表情行为的有效手段，这与Searle将疑问句所执行的施事行为归入指令行为的结论并不相同；第四，说话人使用“把”字句实施表情行为、断言/表情行为、表态行为、承诺行为及推测行为时，往往伴随着某一种或几种语法或非语法手段的使用，而这些语法手段的使用又可以更有效地促进说话人对某种特定施事行为的实施。第五章考察了叙述中汉语母语者“把”字句的使用情况。以CCL语料库中的部分散文作品、一部科技说明文作品和一部报告文学作品为语料（共约80万字），我们发现，在叙述中，说话人使用“把”字句所实施的施事行为包括断言行为、断言/表情行为、指令行为、表态行为、表情行为、推测行为、宣告行为和承诺行为等八类，其中，断言行为类“把”字句最为常见，这类“把”字句在“把”字句总数中所占比例接近80％，而在对话中最常见的指令行为类“把”字句数量却很少，且施事意图大都十分“温和”；同时，在实施断言/表情行为和表情行为时，与对话情境不同，在叙述中，作者并不倾向于在“把”字句中使用句末语气词等语法手段；另外，作者在叙述中利用问句“把”字句所实施的施事行为类型相对集中，，仅有表情行为和表态行为两种。第六章考察了对话中母语为韩语的留学生“把”字句的使用情况。根据我们设计的问卷，以15名汉语母语者为参照，我们对18名韩国留学生进行了访谈，得到对话语料约12万字。考察结果显示，在对话中，母语为韩语的留学生使用“把”字句所实施的施事行为包括断言行为、指令行为、推测行为、表态行为和断言/表情行为等五类，其中，断言行为类和指令行为类“把”字句的比例之和接近“把”字句总数的80％，是说话人使用的“把”字句中最常见的两种情况；同时，在指令行为类“把”字句中，说话人的施事意图大都比较“温和”，这与汉语母语者在对话中使用“把”字句的表现存在明显不同；在实施表态行为、推测行为、表情行为和断言/表情行为时，韩语母语者几乎从不使用语气副词等语法手段，这也与汉语母语者形成了鲜明对比。第七章考察了叙述情境中母语为韩语的留学生“把”字句的使用情况。我们以HSK动态作文语料库中国籍为韩国、取得C级和C级以上等级证书的考生作文为语料（约70万字），发现在叙述中，母语为韩语的留学生使用“把”字句所实施的施事行为有断言行为、表态行为、指令行为、断言/表情行为、承诺行为、推测行为和表情行为等七类，其中，前三类“把”字句所占比例之和达到了“把”字句总数的97.0％，占据绝对优势；在实施指令行为时，与汉语母语者在叙述中的表现相似，韩语母语者所使用的“把”字句的施事意图大都十分“温和”，“把”字句的指令性整体较弱；而在实施推测行为时，“把”字句中出现的主要语法标志为情态动词，在实施表情行为和断言/表情行为时，他们几乎从不使用语气副词等语法手段，这与汉语母语者的表现并不一致。在问句“把”字句的使用方面，韩语母语者多利用问句“把”字句实施指令行为和表态行为，这一点也与汉语母语者不同。而与他们在叙述中使用“把”字句的情况相比，在对话中，他们使用的“把”字句呈现出与叙述中相似的倾向。总的看来，无论是在对话还是叙述中，韩语母语者所使用的“把”字句都十分稳定和单一，而汉语母语者所使用的“把”字句却呈现出明显的广泛性和多样性。第八章是结论部分。首先，本章回顾了本文的主要发现并对Searle的施事行为分类体系进行了讨论；其次，指出本研究中的不足并对后续研究做出展望。
[Abstract]:"Ba" is a very characteristic sentence pattern in modern Chinese. Since the 20s of last century, the study of "the" words and sentences has been a hot topic in the Chinese language field. In the course of the study of the last century, the academic circles have formed a very special research tradition and field for the study of "the" words and sentences, and have made a great success. In the field of teaching Chinese as a foreign language, "putting" words has always been the focus and difficulty of teaching. But it is difficult to provide abstract terms such as "disposal" and "cause" to their needs. In many cases, they may also need to understand the use of "put" words in the actual language and their use. Therefore, based on one of the core theories of pragmatics, one of the core theories of pragmatics, the theory of speech act, this paper examines and contrasts the use of "Ba" in Chinese native speakers and Korean native speakers from two aspects of dialogues and narrations. It will be the greatest wish of the author to know and grasp the words and sentences more fully and systematically, and if they can provide some help for the Chinese teaching or teaching materials at the same time.
This article is divided into eight chapters.
The first chapter is the introduction, which mainly explains the topic selection, theoretical guidance, corpus sources, research ideas, structural arrangements and research methods.
The second chapter is literature review. On the basis of reviewing the research achievements of predecessors, it points out the deficiency of current research and the problems that should be paid attention to in this paper.
The third chapter is an introduction to the theory of speech act. This chapter mainly introduces the speech act theory of Austin, the theory of speech act of Searle and the study of speech behavior by the western scholars after Searle. In this chapter, we focus on the classification system of Searle to the action and make it the theoretical basis of this article.
The fourth chapter examines the use of the Chinese native speakers in the dialogue. With the thirty-three sets of TV series "marriage defense" and the one hundred and twenty set of TV series "I love my family" in dialogue (about 170 thousand words), we find that in the dialogue, the speaker uses the most common action package of the "put" sentence. There are three categories of instruction behavior, assertion behavior and expression behavior, and the sum of these three types of "Ba" sentences reached more than 70% of the total number of words, of which the instruction behavior category "put" the most, accounting for about 40.4%, and the intention of the "Ba" sentence was mostly ten "strong"; at the same time, the speaker used "put" word. The actions performed by a sentence are not only the five categories proposed by Searle, but also include assertion / expression behavior, expression behavior, speculative behavior and other types of performers. Third, the "" phrase "in the form of question" can perform a variety of actions, such as expression behavior, statement behavior, commitment behavior, and other types of performers, among which the question form is the form of question The speaker uses the "put" sentence to carry out the effective means of expression, which is not the same as the conclusion that Searle puts the action actions of the interrogative sentence into the directive behavior. Fourth, the speaker often uses the "put" sentence to implement the expression behavior, the assertion / expression behavior, the expression behavior, the commitment behavior and the speculative behavior, often accompanied by a certain kind. Or the use of several grammatical or non grammatical means, and the use of these grammatical means can more effectively promote the speaker's implementation of a specific agent behavior.
The fifth chapter examines the use of Chinese native speakers in the narration. In the part of the CCL corpus, part of the prose works, a scientific and technical writings and a report literature as the corpus (about 80 thousand words), we find that in the narration, the speaker uses the assertion behavior, the assertion / the assertion. Expression behavior, instruction behavior, expression behavior, expression behavior, speculating behavior, declaring behavior and commitment behavior are the eight categories, among which, the assertion behavior category is the most common, and the proportion of "the" words in the total number of the words and sentences is close to 80%, while the most common instruction behavior category in the dialogue is few, At the same time, in the implementation of assertion / expression behavior and expression behavior, it is different from the dialogue situation. In the narrative, the author does not tend to use the grammatical means such as the end of sentence mood words in "the" sentence. In addition, the author uses the question sentence "to put" the action type of the phrase. For centralization, there are only two kinds of expression and behavior.
In the sixth chapter, the use of "the" words of the foreign students in the Korean language in the dialogue was examined. According to the questionnaire we designed, we took 15 Chinese native speakers as the reference. We interviewed 18 Korean students and got about 12 thousand words in the dialogic corpus. The results showed that in the words, the foreign students native to the Korean language used "the" word ". The actions carried out include five categories: assertion behavior, instruction behavior, speculative behavior, representation behavior and assertion / expression behavior, in which the proportion of the assertion behavior class and the instruction behavior category is close to the 80% of the total number of the "Ba" sentences, which are the most common two cases of the words used by the speaker; at the same time, Most of the speaker's intention is "mild" in the instruction behavior category, which is distinctly different from the expression of "the" words in the dialogues with the Chinese native speakers. In the implementation of the behavior, the speculating behavior, the expression behavior and the assertion / expression behavior, the native speakers of the Korean language almost never use the grammatical hand such as the mood adverb. Paragraph, which is also in sharp contrast to native speakers of Chinese.
In the seventh chapter, the use of "the" words of the foreign students of the native Korean language in the narrative situation is examined. We use the HSK dynamic composition corpus in China as Korea to obtain the composition of the examinees of class C and C level certificates (about 70 thousand words). There are seven types of behavior, such as assertive behavior, statement behavior, instruction behavior, assertion / expression behavior, commitment behavior, speculative behavior and expressive behavior, among which the first three categories of "put" words and sentences reach 97% of the total number of words and sentences. It seems that most of the "Ba" sentences used by Korean native speakers are very "mild", and the command of "put" words is weak, while in the implementation of speculative behavior, the main grammar in the sentence "in" is marked as a modal verb, and when the expression behavior and the assertion / expression behavior are implemented, they almost never use the mood pairs. Words and other grammatical means do not agree with the performance of Chinese native speakers. In the use of the question "put" words, Korean native speakers use the question sentence to carry out instruction behavior and form behavior, which is different from the Chinese native speakers. In general, the "Ba" sentences used by Korean native speakers are very stable and single, while Chinese native speakers use the "Ba" sentences to show obvious universality and diversity.
The eighth chapter is the conclusion part. First, this chapter reviews the main findings of this article and discusses the classification system of Searle's actions. Secondly, it points out the shortcomings in this study and makes a prospect for the follow-up research.
【学位授予单位】：北京大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H146

【参考文献】