【作者】 张巍；

【导师】 刘富华；

【作者基本信息】 吉林大学 ， 语言学及应用语言学， 2019， 博士

【摘要】 “情态”是人类自然语言普遍存在的范畴之一,情态问题也是语言学、逻辑学乃至哲学普遍关注的重要问题。情态动词是情态表达的重要手段,情态动词的习得同样是情态习得的关键。汉语情态动词的本体研究由来已久,成果丰硕,且在近年来仍被学界持续关注,研究的时空视角不断扩大,新的成果不断问世。相对而言,汉语情态动词的二语习得研究进展缓慢,研究模式较固化,研究方法和视角几乎千篇一律,难以挖掘到情态二语习得的深层问题。本文选取汉语可能类情态动词典型成员“可能、能、会、要、应该”和英语母语学习者作为考察对象,全面考察了该类情态动词的本体特点,继而在广泛调查的量化分析和深度访谈基础上,选取典型学习者进行多重个案的质化历时跟踪研究。基于互动论框架深入讨论了初、高级学习者对相关情态动词的习得情况,包括习得途径、速率、顺序、难度、过程、母语迁移等重要问题的分析讨论,揭示了该类情态动词二语习得的基本规律,较为精细地勾勒了学习者二语发展的历时图景。同时,为汉语二语互动习得研究做出了有益的尝试。本文共由八章组成。第一章,绪论部分。本部分主要说明了选题缘起,回顾了中外学术史上的情态及情态习得研究概况,指出了汉语情态动词本体研究和习得研究的不足,显示了学术空白;同时,对本文研究的理论背景、研究方法、语料来源等问题进行了说明。第二章,本章主要对“情态”本身的定义及分类进行了介绍,论述了汉语情态动词在情态表达手段中的重要地位及情态动词与情态表达之间的关系;对本文的重要概念“可能”从“可能性”、“可能世界”及广、狭义等角度进行了界定,指出本文所讨论的“可能”包括“可能性”与“必然性”两个构成要素,并对可能类情态动词的情态表达类型进行了归属性辨析和总结,认为应隶属于可能认识情态表达。第三章,本章主要对汉语可能类情态动词进行本体考察。根据情态动词的一般语法特征、词频统计、认知语言学家族相似性理论等确定了可能类情态动词的五个基本成员“可能、能、会、要、应该”,并考察了其语义历时发展过程;在现代汉语共时层面考察了其句法、语义、语用、篇章特点及其情态表达的下位分类问题;通过汉英对比,揭示了汉语可能类情态动词在情态否定、连用、语用、可能性表达维向分工等方面的显著特点,分析了汉英情态表达的认知特点和语言思维特征。第四章,本章主要介绍互动论。首先,厘清了“互动”的定义,强调包括人际互动和认知互动两个层面,介绍了二语习得领域内互动理论的提出、发展及与社会文化理论的融合;其次,就互动论的核心思想“意义协商”理论进行了必要的介绍;最后,考察了英语和汉语二语习得领域内的互动习得研究,指出汉语二语互动习得研究尚处在理论介绍的初级阶段。第五章,本章主要通过语料库统计分析、问卷调查、口语语料收集等途径对英语母语者汉语情态动词使用和习得情况进行大量调查。调查发现:学习者普遍存在的偏误主要有遗漏、误加、错用等,在日常交际口语表达中存在着对“可能”的过度产出现象,在书面表达中多数学习者可以做到情态动词的正确使用,但基本囿于文体需要,情态类型表达较单一;同时,由于多数汉语教材对情态动词项目的安排存在输入不足问题,学习者在学习过程中普遍存在与教师或同伴互动解决的学习策略;根据学习者习得现状的总体分析、情态动词自身的语言学特性(复杂性和抽象性)及互动促学的教学实践需求等,最后论述了汉语情态动词互动习得研究的适切性问题。第六章,本章主要在意义协商视域内针对初级学习者的情态动词互动习得进行多重个案考察,选取4位代表性学习者进行了为期40周的跟踪调查,获得转写语料约63000字。首先,基于Marlos的“观念空间”理论分析了情态动词交际困难及由此导致的互动协商概况;其次,在意义协商框架内考察分析了个体情态动词的互动习得情况,指出不同情态动词的协商类型分布特点和协商起点及重点,揭示了学习者对不同情态动词的习得途径、顺序、难度、固化现象及习得过程,结合学习者口语产出测量了其习得效果。第七章,本章主要在动态评估框架内考察高级学习者互动习得情况,选取6位代表性学习者进行人均24次、共计144人次的互动跟踪,全程为期2年,获得转写语料近40万字。首先,分析了高级学习者在交际信息类型、话题控制等方面呈现出的会话特点,指出了动态评估的调节性学习历程(MLE)思想对高级学习者互动习得考察的可操作性;其次,分别讨论了高级学习者对不同情态动词的调节性学习历程,考察了不同情态动词的学习者语言能力诊断、最近发展区创建、调节策略类型分布、学习者反馈、母语迁移、情态范畴概念认知转变、私语、自动化浮现等动态评估核心问题,例证了学习者在习得后期口语语篇情态表达的多样性,全方位勾勒并展示了学习者二语发展图景。第八章,本章主要对全文进行总结,对习得研究形成了初步考察结论,总结了英语母语者汉语可能类情态动词二语习得的基本历程和二语发展规律,对汉语二语互动习得研究做出了探索性尝试;同时,指出了本文研究在考察范围、层面、学习者性别、年龄等因素造成的习得差异等方面的不足,并对今后研究进行了规划性展望。更多还原

【Abstract】 Modality is one of the universal categories of human natural language.Modality is also an important issue which is concerned by linguistics,logic and even philosophy.Modal verbs are important means of modal expression.The acquisition of modal verbs is also the key to modal acquisition.The ontology of Chinese modal verbs has been studied for a long time with fruitful results.In recent years,it has been paid more and more attention by the academia.The spatiotemporal perspective of the study has been expanding and the related new findings have been published.Relatively speaking,the progress of second language acquisition of Chinese modal verbs is slow,the research model is relatively solid,and the research methods and perspectives have not been constantly broken through,which makes it difficult to dig out the deep problems of second language acquisition of modal verbs.This paper chooses the typical members of Chinese possible modal verbs "Ke neng,Neng,Hui,Yao,Ying gai" and native English learners as the subjects of investigation,and comprehensively examines the ontological characteristics of this kind of modal verbs.Then,on the basis of extensive quantitative analysis and in-depth interviews,typical learners are selected to conduct qualitative and diachronic follow-up studies on multiple cases.Based on the framework of interaction theory,this paper discusses in depth the acquisition of modal verbs by junior and senior learners,including acquisition approaches,speed,sequence,difficulty,process and mother tongue transfer.It reveals the basic rules of this kind of modal verbs in Chinese as a second language acquisition,outlines finely the diachronic picture of learners’ second language development.At the same time,it has made a useful attempt for the study of interactive acquisition in Chinese as a second languageThis paper consists of 8 chapters.Chapter 1,Introduction.this part mainly explains the origin of topic selection,reviews the general situation of modality and modality acquisition research in academic history at home and abroad,points out the deficiencies of ontology research and acquisition research of Chinese modal verbs,and shows the academic gaps.At the same time,it explains the theoretical background,research methods and corpus sources of this study.Chapter 2,this chapter mainly introduces the definition and classification of modality itself,discusses the important position of Chinese modal verbs in modal expression and the relationship between modal verbs and modal expression,defines the important concept of "possible" from the perspectives of "possibility","possible world" and broad and narrow sense,and points out the "possibility" discussed in this paper includes "possibility" and "inevitability",and finally classifies and summarizes the modal expression types of possible modal verbs,holds that they should be subordinated to the possible cognitive modal expression.Chapter 3,this chapter mainly makes an ontological study of possible modal verbs in Chinese.According to the general grammatical features of modal verbs,word frequency statistics and the theory of family similarity of cognitive linguists,the five basic members of possible modal verbs are identified as " Ke neng,Neng,Hui,Yao,Ying gai ",and their semantic diachronic development process is investigated.The syntactic,semantic,pragmatic,textual characteristics and the subordinate classification of modal expressions in modern Chinese are examined at the synchronic level.Through the comparison between Chinese and English,this paper reveals the remarkable features of Chinese possible modal verbs in modal negation,conjunction,pragmatics and possibility dimension division of labor,and analyses the cognitive characteristics and linguistic thinking characteristics of Chinese and English modal expressions.Chapter 4,this chapter mainly introduces the theory of interaction.Firstly,the definition of "interaction" is clarified,this paper holds that "interaction" in the field of second language acquisition includes interpersonal interaction and cognitive interaction.It introduces the proposal,development and integration of interaction theory with socio-cultural theory.Secondly,it makes a necessary introduction to the core idea of "meaning negotiation" theory of interaction theory.Finally,it investigates the acquisition of English and Chinese as a second language.It points out that the study of interactive acquisition in Chinese as a second language is still at the initial stage of theoretical introduction.Chapter 5 mainly investigates the use and acquisition of Chinese modal verbs by means of corpus statistical analysis,questionnaire survey and oral corpus collection.The survey shows that the common errors of learners are omission,incorrect addition,misuse,etc.Over-production of "possible" exists in daily oral communication.In written expression,most learners can use modal verbs correctly,but they are basically confined to stylistic needs,and the expression of modal types is relatively simple.At the same time,due to the insufficient input of modal verb items in most Chinese textbooks,learners generally have interactive learning strategies with teachers or peers in the learning process;according to the overall analysis of learners’ acquisition status,the linguistic characteristics of modal verbs(complexity and abstractness)and the needs of interactive teaching practice.Finally,the paper discusses the appropriateness of the study on the interactive acquisition of modal verbs in Chinese as a second language.Chapter 6,this chapter mainly conducts a multi-case study on the interactive acquisition of modal verbs by primary learners from the perspective of meaning negotiation.Four representative learners were selected to conduct a 40-week follow-up survey on interactive acquisition,and some 63000 words were obtained from the transcribed interactive corpus.Firstly,based on Marlos’ s "conceptual space" theory,this paper analyses the communicative difficulties of modal verbs and the general situation of interactive negotiation resulting from them.Secondly,it examines and analyses the interactive acquisition of individual modal verbs within the framework of meaning negotiation,points out the distribution characteristics of negotiation types of different modal verbs and the starting point and focus of negotiation,reveals the learners’ acquisition ways,sequence,difficulty,solidification and acquisition process of different modal verbs,and measures the learners’ acquisition effect with their oral output.Chapter 7,this chapter mainly investigates the acquisition of advanced learners within the framework of dynamic assessment.Six representative learners are selected to conduct interactive tracking of 24 times per capita and 144 times in total.The whole process lasts for two years,and nearly 400,000 words of transcribed corpus are obtained.Firstly,the conversational characteristics of advanced learners in terms of communicative information types and topic control are analyzed,and the operability of the dynamic assessment of the Mediated Learning Experience(MLE)for the investigation of advanced learners’ interactive acquisition is pointed out.Secondly,the process of advanced learners’ mediated learning of different modal verbs is discussed separately.The core issues of dynamic assessment of learners’ language proficiency diagnosis,the establishment of the latest development zone,the distribution of mediating strategies,learners’ feedback,transfer of mother tongue,cognitive transformation of modal category concepts,whispering and automatic emergence are all examined,which illustrate learners’ dynamic assessment after acquisition.Finally,the paper illustrates the diversity of modal expressions in spoken discourse at the later stage of acquisition,and presents a comprehensive picture of the second language development of learners’ acquisition of modal meanings from related modal verbs.Chapter 8,this chapter summarizes the whole paper and forms a preliminary conclusion on the acquisition research.It summarizes the basic process and the development law of the second language acquisition of Possible Modal Verbs in Chinese by native speakers of English.At the same time,it points out the shortcomings of this study in terms of scope,level,gender and age of learners,and makes a planning outlook for future research.更多还原