中国学习者英语口头叙事中的动词方位构式研究
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摘要
本文将动词方位构式(verb-directional constructions)作为研究对象,从论元结构和图形—背景构造两方面,探究中国学习者在英语口头叙事中对该构式的习得,特别是可能存在的汉语母语迁移。研究基于中介语英语、英美人英语、中国学习者的汉语三组同题口头叙事话语语料,进行了论元及图形背景要素的手工标注。结果显示,论元角色方面,学习者跟英美人的最大差别在于边缘论元(如工具、起点等),这反映出学习者描述运动事件精细程度不足。核心论元方面,学习者过多使用客体,反映出学习者有突显动作受影响对象的倾向。类似现象也出现在汉语口头叙事话语中。就图形—背景构造而言,学习者与英美人的差别主要落在介词上。学习者容易忽略介词的引申义和边缘义,并经常借助汉语空间概念。概言之,在语义和概念层面,学习者口语叙事话语中的动词方位构式习得存在母语迁移情况。
From the perspectives of argument structure and figure-ground configuration,the present study focuses on verb-directional constructions( VDCs),and aims to explore the acquisition of VDCs by Chinese EFL learners in their spoken English narratives and potential L1 Chinese influence. Arguments and figure/ground were manually annotated for the spoken English narratives by Chinese EFL learners,spoken English narratives by native English speakers and Chinese EFL learners' spoken Chinese narratives based on the same video prompt. Results show that Chinese EFL learners differ strikingly from native speakers in expressing the peripheral arguments( e. g. instrument,source) and show less specificity in describing the subtleties of motion events. Besides,there appears to be a tendency of explicitation of the affected objects( i. e. theme) in Chinese learners' spoken English narratives. As for figure-ground configuration,significant differences are observed in the use of prepositions. The learners are likely to ignore the derived and peripheral meaning of some prepositions,and constantly resort to their L1 Chinese spatial concepts. To put it in a nutshell,on semantic and conceptual dimensions,Chinese EFL learners' spoken English narratives demonstrate L1 transfer.
From the perspectives of argument structure and figure-ground configuration,the present study focuses on verb-directional constructions( VDCs),and aims to explore the acquisition of VDCs by Chinese EFL learners in their spoken English narratives and potential L1 Chinese influence. Arguments and figure/ground were manually annotated for the spoken English narratives by Chinese EFL learners,spoken English narratives by native English speakers and Chinese EFL learners' spoken Chinese narratives based on the same video prompt. Results show that Chinese EFL learners differ strikingly from native speakers in expressing the peripheral arguments( e. g. instrument,source) and show less specificity in describing the subtleties of motion events. Besides,there appears to be a tendency of explicitation of the affected objects( i. e. theme) in Chinese learners' spoken English narratives. As for figure-ground configuration,significant differences are observed in the use of prepositions. The learners are likely to ignore the derived and peripheral meaning of some prepositions,and constantly resort to their L1 Chinese spatial concepts. To put it in a nutshell,on semantic and conceptual dimensions,Chinese EFL learners' spoken English narratives demonstrate L1 transfer.
引文
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[2]Cadierno,T. Expressing motion events in a second language:A cognitive typological perspective[A]. In M. Achard&S. Niemeier(eds.). Cognitive Linguistics,Second Language Acquisition,and Foreign Language Teaching[C]. Berlin:Mouton de Gruyter,2004:13-49.
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[14]Nikitina,T. Subcategorization pattern and lexical meaning in motion verbs:A study of the source/goal ambiguity[J]. Linguistics,2009(5):1113-1141.
[15]Pinker,S. Learnability and Cognition:The Acquisition of Argument Structure[M]. Cambridge,MA:The MIT Press,1989.
[16]Saeed,J. Semantics(3rdEdition)[M]. Oxford:Blackwell,2009.
[17]Slobin,D. From“thought and language”to“thinking to speaking”[A]. In J. Gumperz&S. Levinson(eds.). Rethinking Linguistic Relativity[C]. Cambridge:Cambridge University Press,1996:70-96.
[18]Slobin,D. The many ways to search for a frog:Linguistic typology and the expression of motion events[A]. In S. Str9mqvist&L. Verhoeven(eds.). Relating Events in Narrative(Vol. 2)[C]. Mahwah,NJ:Lawrence Erlbaum Associates,2004:219-257.
[19]Talmy,L. Towards a Cognitive Semantics(Vol. 1)[M]. Cambridge,MA:The MIT Press,2000a.
[20]Talmy,L. Towards a Cognitive Semantics(Vol. 2)[M]. Cambridge,MA:The MIT Press,2000b.
[21]Tyler,A.&V. Evans. The Semantics of English Prepositions[M].Cambridge:Cambridge University Press,2003.
[22]常海朝.中国学生英语能力可持续发展的途径和方法——基于中国当代英语教育名家叙事的考察[J].当代外语研究,2015(8):37-42.
[23]符存.非英语专业学习者方位构式习得策略研究[J].外语教学理论与实践,2013(2):60-65.
[24]李福印.典型位移运动事件表征中的路径要素[J].外语教学,2017(4):1-6.
[25]李红.中国英语学习者英语方位构式的习得——对广域和狭域规则语义限制的实证研究[J].现代外语,2008(1):58-66.
[26]李红,张磊.从英汉方位动词的异同看母语迁移在英语方位动词习得中的作用[J].西安外国语大学学报,2008(1):60-63.
[27]李佳,蔡金亭.认知语言学角度的英语空间介词习得研究[J].现代外语,2008(2):185-193.
[28]李雪.汉英移动事件移动主体和参照物语言对比[J].外语教学与研究,2011(5):689-701.
[29]许家金.中国学习者英语口头叙事中的话语评价研究[J].外语教学与研究,2013(1):69-79.
[30]许家金,刘霞.中国英语学习者口头叙事话语中的人物指称研究[J].外语与外语教学,2014(2):54-59.
[31]绪可望,杨忠.基于认知的空间关系构式——以on,above,over构式为例[J].外语教学,2013(4):6-10.
[32]严辰松.英汉在空间意义编码上的差异[J].解放军外国语学院学报,1993(1):8-12.
[33]严辰松.运动事件的词汇化模式——英汉对比研究[J].解放军外国语学院学报,1998(6):8-12.
[34]裔传萍.“言语证素”的翻译对新闻叙事视角的影响[J].英语研究,2015(2):79-85.
[35]曾永红.中国英语学习者致使运动事件习得研究[J].外语教学,2017(5):60-64,79.
[36]张会平,刘永兵.英语介词学习与概念迁移——以常用介词搭配与类联接为例[J].外语教学与研究,2013(4):568-580.
[37]郑国锋.英汉语位移运动事件中的移动体:以多参照物构式为例[J].西安外国语大学学报,2018(3):1-6.
(1)这一点文献中有不同观点。Slobin(2004)和李福印(2017)就指出汉语动词会同时编码路径和方式,因此汉语属于一种均衡框架(equipollently-framed)语言。
[2]Cadierno,T. Expressing motion events in a second language:A cognitive typological perspective[A]. In M. Achard&S. Niemeier(eds.). Cognitive Linguistics,Second Language Acquisition,and Foreign Language Teaching[C]. Berlin:Mouton de Gruyter,2004:13-49.
[3]Carnie,A. Syntax:A Generative Introduction(2ndEdition)[M]. Oxford:Blackwell,2006.
[4] Chafe,L. W.(ed.). The Pear Stories:Cognitive,Cultural,and Linguistic Aspects of Narrative Production[C]. New Jersey:Ablex,1980.
[5] Hickmann,M.,Hendriks,H.&Champaud,D. Typological constraints on motion in French and English child language[A]. In E.Lieven,J. Guo,N. Budwig,S. Ervin-Tripp,K. Nakamura&S.Ozcaliskan(eds.). Crosslinguistic Approaches to the Psychology of Language[C]. New York:Lawrence Erlbaum Associates,2009:209-224.
[6]Inagaki,S. Motion verbs with goal PPs in the acquisition of English and Japanese[J]. SSLA,2001(2):153-170.
[7]Jackendoff,R. Semantic Structures[M]. Cambridge,MA:The MIT Press,1991.
[8]Jarvis,S.&A. Pavlenko. Crosslinguistic Influence in Language and Cognition[M]. New York:Routledge,2008.
[9]Ji,Y.,H. Hendriks&M. Hickmann. How children express caused motion events in Chinese and English:Universal and language-specific influences[J]. Lingua,2011(12):1796-1819.
[10]Lakoff,G. Women,Fire and Dangerous Things:What Categories Reveal about the Mind[M]. Chicago:University of Chicago Press,1987.
[11]Lamarre,C. The linguistic encoding of motion events in Chinese:With reference to cross-dialectal variation[A]. In C. Lamarre&T.Ohori(eds.). Typological Studies of the Linguistic Expression of Motion Events(Volume 1)[C]. Tokyo:Center for Evolutionary Cognitive Sciences at the University of Tokyo,2007:3-33.
[12]Levinson,S. Space in Language and Cognition[M]. Cambridge:Cambridge University Press,2004.
[13]Montrul,S. Agentive verbs of manner of motion in Spanish and English as second languages[J]. SSLA,2001(2):171-206.
[14]Nikitina,T. Subcategorization pattern and lexical meaning in motion verbs:A study of the source/goal ambiguity[J]. Linguistics,2009(5):1113-1141.
[15]Pinker,S. Learnability and Cognition:The Acquisition of Argument Structure[M]. Cambridge,MA:The MIT Press,1989.
[16]Saeed,J. Semantics(3rdEdition)[M]. Oxford:Blackwell,2009.
[17]Slobin,D. From“thought and language”to“thinking to speaking”[A]. In J. Gumperz&S. Levinson(eds.). Rethinking Linguistic Relativity[C]. Cambridge:Cambridge University Press,1996:70-96.
[18]Slobin,D. The many ways to search for a frog:Linguistic typology and the expression of motion events[A]. In S. Str9mqvist&L. Verhoeven(eds.). Relating Events in Narrative(Vol. 2)[C]. Mahwah,NJ:Lawrence Erlbaum Associates,2004:219-257.
[19]Talmy,L. Towards a Cognitive Semantics(Vol. 1)[M]. Cambridge,MA:The MIT Press,2000a.
[20]Talmy,L. Towards a Cognitive Semantics(Vol. 2)[M]. Cambridge,MA:The MIT Press,2000b.
[21]Tyler,A.&V. Evans. The Semantics of English Prepositions[M].Cambridge:Cambridge University Press,2003.
[22]常海朝.中国学生英语能力可持续发展的途径和方法——基于中国当代英语教育名家叙事的考察[J].当代外语研究,2015(8):37-42.
[23]符存.非英语专业学习者方位构式习得策略研究[J].外语教学理论与实践,2013(2):60-65.
[24]李福印.典型位移运动事件表征中的路径要素[J].外语教学,2017(4):1-6.
[25]李红.中国英语学习者英语方位构式的习得——对广域和狭域规则语义限制的实证研究[J].现代外语,2008(1):58-66.
[26]李红,张磊.从英汉方位动词的异同看母语迁移在英语方位动词习得中的作用[J].西安外国语大学学报,2008(1):60-63.
[27]李佳,蔡金亭.认知语言学角度的英语空间介词习得研究[J].现代外语,2008(2):185-193.
[28]李雪.汉英移动事件移动主体和参照物语言对比[J].外语教学与研究,2011(5):689-701.
[29]许家金.中国学习者英语口头叙事中的话语评价研究[J].外语教学与研究,2013(1):69-79.
[30]许家金,刘霞.中国英语学习者口头叙事话语中的人物指称研究[J].外语与外语教学,2014(2):54-59.
[31]绪可望,杨忠.基于认知的空间关系构式——以on,above,over构式为例[J].外语教学,2013(4):6-10.
[32]严辰松.英汉在空间意义编码上的差异[J].解放军外国语学院学报,1993(1):8-12.
[33]严辰松.运动事件的词汇化模式——英汉对比研究[J].解放军外国语学院学报,1998(6):8-12.
[34]裔传萍.“言语证素”的翻译对新闻叙事视角的影响[J].英语研究,2015(2):79-85.
[35]曾永红.中国英语学习者致使运动事件习得研究[J].外语教学,2017(5):60-64,79.
[36]张会平,刘永兵.英语介词学习与概念迁移——以常用介词搭配与类联接为例[J].外语教学与研究,2013(4):568-580.
[37]郑国锋.英汉语位移运动事件中的移动体:以多参照物构式为例[J].西安外国语大学学报,2018(3):1-6.
(1)这一点文献中有不同观点。Slobin(2004)和李福印(2017)就指出汉语动词会同时编码路径和方式,因此汉语属于一种均衡框架(equipollently-framed)语言。