摘要
本文在构式语法框架下讨论了英语中动构式的语义特征与语用功能及其教学新路径。英语中动构式的语义特征包括构式义的稳定性、论元关系的多义性以及主语生命度高低的限制性;语用功能为主观评价功能。研究发现,对于二语学习者而言,典型中动构式与非典型中动构式的习得不存在显著差异,但当主语的生命度较高时,学习者存在认知与习得困难。
There is a particular type of sentence called Middles in traditional syntax.They are active sentences in forms while passive in meaning.As Jesperson(1929:45)generalized,active form expresses passive meaning.Traditionally,this classical explanation is adopted in teaching Middles in English.This research didn’t follow this traditional definition.We considered Middles as a Construction.Under the framework of Construction Grammar,we firstly explored the semantic features and pragmatic functions of Middle Construction and then discussed how to deal with it in teaching.The semantic features include the stability of the construction meaning,the polysemy of the thematic roles and the restriction of the animacy of the subject.The stability of the construction meaning concerns the omission of the agent,panchronicalization of the verb and the appearance of the adverb.The polysemy of the thematic roles leads to the semantic network of Middle Construction.The restriction of animacy requires shows that the subject with low animacy occurs in typical Middle Construction while the subject with high animacy in atypical Middle Construction.The pragmatic function is subjective evaluation.Moreover,the speaker can express his own subjective evaluation by using negative words,hence,the speaker is an evaluator of the whole event.The construction meaning can not only have a coercion effect on verbs but also have a coercion on verbs with its supplementary elements.After the operation of coercion,an information increment can be found in the construction which is subjective evaluation.It can be concluded that the construction meaning and function is:a speaker describes and evaluates the inner characteristic and state of the subject in Middle Construction with his own subjective feeling.Based on the analysis of the semantic and functional features of Middle Construction,the paper continued to explore a new way of teaching this kind of construction.Language acquisition originates from language use,learners acquire various constructions when they use them.Therefore,it is held that we should focus on a usage-based principle and take construction as a single unit in teaching.Middle Constructions can be divided into A,B,C,D groups according to typicalness and the subject’s animacy.In the experiment,50 non-English majors were required to analyze and translate these 4 groups of Middle Constructions in a limited time.The result showed that there wasn’t significant difference in the acquisition of typical middle construction and atypical middle construction for second language learners.They have some difficulties in the comprehension and acquisition of English middle construction,however,when the animacy of the subject is relatively high.Therefore,under the guidance of the overall input teaching philosophy,and the Construction teaching method,teachers should pay more attention to those nontypical Middle Constructions with high-animacy subject.
作者
李曦
肖平飞
LI Xi;XIAO Ping-fei(School of Foreign Languages,Hunan University of Finance and Economics,Changsha,Hunan 410205,China;Foreign Studies College,Hunan Normal University,Changsha,Hunan 410006,China)
出处
《外语电化教学》
CSSCI
北大核心
2020年第3期68-72,87,11,共7页
Technology Enhanced Foreign Language Education
基金
湖南省研究生科研创新项目(项目编号:CX2018B266)的阶段性研究成果。
关键词
中动构式
语义特征
语用功能
教学新路径
Middle Construction
Semantic Features
Pragmatic Functions
Teaching Implications
