TING (guo)(聽過), and sense 4 as ‘obeying’ TING hua (聽話). The percentages of
distribution of each sense are shown in Table (42).(42)Percentage of 200 occurrences of TING
Percentage (%)
Sense1: listen 16 Sense2: perceive 64 Sense3: hear (about) 13.5
Sense4: obey 6.5
Also, each sense of TING 聽, in FrameNet, related to different frames according to core argument collocation corresponding to the various basic patterns with core frame elements in different frames. For example, sense 1 ‘listening’ is in PERCEPTION_ACTIVE frame, sense2 ‘perceiving’ is included in PERCEPTION_EXPERIENCE frame, sense 3 ‘hearing about’ is contained in HEAR frame, and sense 4 ‘obeying’ is in COMPLIANCE frame. The classification of
TING 聽 depending on Frame analysis is shown in (43)-(48)
(43)Basic Patterns with Core Frame Elements of Sense 1 ‘Listening’
Sense Frame Frame
Elements
No. Basic Patter with Core Frame elements and Example
BP33 Perceiver < * < Phenomenon
大家認真聽每一個人在關心什麼、對公 司有什麼建議
28.57
BP34 Phenomenon< Perceiver < *
消極？音樂我現在連聽都不願意聽了。
BP36 Perceiver < Phenomenon < *
現在不要把它當做一種混亂的聲音來
(44)Basic Patterns with Core Frame Elements of Sense 2 ‘perceiving’
Sense Frame Frame
Elements
No. Basic Patter with Core Frame elements and Example
BP38 Phenomenon < Perceiver < * <
Depictive
憶山東兄弟』這首詩，也是因為 我想念家鄉，才寫下來的。」我 聽了，真有點同情他呢！
27.13
Sense Frame Frame Elements
No. Basic Patter with Core Frame elements and Example
(%)
BP39 Perceiver < * < Phenomenon 事實上我們在剛才節目當中，聽
BP41 Phenomenon < Perceiver < *
<reaction
有人說要捐錢給政府，買飛機大 砲來保衛國家。大家聽了，都喊 著要捐錢。
8.52
BP42 Perceiver < * < Phenomenon <
Depictive
BP44 Perceiver < * < Phenomenon <
reaction
山民聽了這個消息，歡天喜地的 走了。
3.87
BP45 Agent < Phenomenon< Perceiver < * 丘子章就放了新疆各族的情歌集子給 大家聽，其中也有秦腔，和寧夏的牧 歌
3.1
BP46 Agent < Medium < Perceiver < * 塞住耳朵，已聽不到了，但是同學們
(45)Basic Patterns with Core Frame Elements of Sense 3 ‘hearing about’
Sense Frame Frame
Elements
No. Basic Patter with Core Frame Elements and Examples
(%)
BP48 Hearer < * < Message
摩俄說：大塔山。大塔山？我怎麼從來沒聽過這 座山的名字。印象中是玉山。陽明山。太魯閣。
25.92
BP49 Hearer < * < Speaker < Message
我覺得太不像樣，正打算把東尼拉起來，卻聽東
BP51 Hearer < * < Speaker
聽說你最近很臭屁哦。∥沒有啊，你聽誰講啊，
我那有那個啊﹖
11.11
BP52 Speaker < Message < Hearer < *
我小時候常和她一同去牧羊，她唱了很多歌給我
BP54 Speaker < Hearer < *
龍說：「不行。」雨神問：「為什麼？」龍說：
「讓我來解釋給你聽吧！」
3.7
(46)Basic Patterns with Core Frame Elements of Sense 4 ‘obeying’
Sense Frame Frame
Elements
No. Basic Patter with Core Frame Elements and Examples
BP55 Protagonist < * < State of affairs
「你幾時肯好好聽我一番話？講 沒兩句拍了桌子就走，不拐彎抹角 成嗎？」
38.46
Sense Frame Frame Elements
No. Basic Patter with Core Frame Elements
(%)
BP56 Protagonist < * < Norm
遇到有民眾釣魚時，陳主任表示，
BP57 State of affairs < Protagonist < * 蘇魯克在一旁叫道：「蘇普，傻小 子，別進去！」蘇普卻那裡肯聽？
李文秀見到他這般癡情的模樣，心 中又是一酸
23.07
As shown in (42), sense 1 ‘listening’ is assumed to be perceivably salient and prototypical. Because, first, it occurs most frequently and second, it denotes a specific physical perception. Other senses are viewed as extensions of sense 1
‘listening’. Following the procedures of the model provided in this paper, these senses are also specifically defined by basic patterns with core frame elements. As shown in (43)-(46), sense 1 ‘listening’ is defined by the basic patterns in the PERCEPTION_ACTIVE Frame: perceiver < *, Perceiver < * < Phenomenon, Phenomenon < Perceiver < *, body_part < *, Perceiver < Phenomenon < *, and Medium < Perceiver < *; sense 2 ‘perceiving’ is specifically defined by the basic patterns in the PERCEPTION_PASSIVE Frame: Phenomenon < Perceiver < * <
Depictive, Perceiver < * < Phenomenon, Perceiver < *, Phenomenon < Perceiver< * <
reaction, Perceiver < * < Phenomenon < Depictive, Phenomenon < Perceiver < *, Perceiver < * < Phenomenon < Reaction, Agent < Phenomenon < Perceiver < *, Agent < Means < Perceiver < *, and * < Perceiver; sense 3 ‘hearing about’ is identified by the basic patterns in the HEARING Frame: Hearer < * < Message, Hearer < * < Speaker < Message, Hearer < * < Topic, Hearer < * < Speaker, Speaker
< Message < Hearer < *, Message < Hearer < *, and Speaker < Hearer < *; and sense 4 ‘obeying’ is specified by the basic patterns in COMPLIANCE Frame: Protagonist <
* < State of affairs, Protagonist < * < Norm, State of affairs < Protagonist < *. In this case study, the frame-based distinction exactly separates sense 3 ‘hearing about’, and sense 4 ‘obeying’, from the other two senses. However, a similar problem is shown in (47) and (49) by frame-based distinction. That is, different frames have similar basic patterns with core frame elements. For example, the patterns: Perceiver < * <
Phenomenon, Phenomenon < Perceiver < * < Depictive,and Phenomenon< Perceiver
< * occur in both of sense 1 ‘listening’ and sense 2 ‘perceiving’. For illustration, please consider the following examples:
(47) Perceiver < * < Phenomenon
a. 丘子章[Perceiver]…很 願意 聽 她發脾氣[Phenomenon]。 (sense 1 ‘listening’) qiu zi zhang hen yuan yi TING ta fa pi qi
qiu zi zhang very willing listen she angry
‘Qiu, zi-zhang would like to listen to her being angry very much.’
b. 我們[Perceiver]聽 了 很多 的 同學 wo men TING le hen duo de tung xue
we hear LE very much DE classmate
講 出 心裡 的話[Phenomenon]？(sense 2 ‘perceiving’)
jiang chu xin li de hua
speak out heart DE words
‘We heard a lot of classmates speak the words of the heart’
(48) Perceiver < *
a…好的， 星期四 我 正好 有空， 我[Perceiver]一定去聽(sense 1 ‘listening’) hao de xing qi si wo zheng hao you kong wo yi ding qu TING
OK Thursday I just have free I must go to listen
‘Ok, I just have free time on Thursday, and I will go to listen.’
b. 沒有 考 上 大學 開始， 父親 就 不 跟他 講話[Phenomenon]。
mei you kao shang da xue kai shi fu qin jiu bu gen ta jiang hua
No pass college begin father nerver with him talk
我[Perceiver]聽 了 很難過[Depictive] (sense 2 ‘perceiving’)
wo TING LE hen nan guo.
I hear LE very sad.
‘Since he did not pass the college entrance exam, father doesn't talk to him any more.I am
very sad to hear that’
(49) Phenomenon < Perceiver < *
a.「妳 這樣 說， 未免 太 消極 了吧？」「消極？音樂[Phenomenon]
ni zhe yiang shou wei mian tai xiao ji le ba xiao ji yien yue you such say rather too negative Le ba negative music
我[Perceiver]現在 連 聽 都 不願意 聽 了。」(sense 1 ‘listening’)
wo xian zai lian ting do bu yuan yi TING LE
I right now even listen all not willing listen Le
"It isn’t too negative?""Negative? " "Music ? I do not ever want to listen."’
b. 每當 王鎮華 老師 與 爸爸 在 討論[Phenomenon]時，
mei dang wang zhen hua lao shi yu ba ba zai tao lun shi
every when Wang, zhen-hua teacher and father in discuss when
他[Perceiver]就 在 旁邊 聽(sense 2 ‘perceiving’)
ta jiu zai pong bian TING
he just be side hear
‘Whenever teacher Wang, Zhen-Hua talks with father, he just hears nearby.’
As can be seen in (47)-(49), sense 1 ‘listening’ and sense 2 ‘perceiving’ are realized in the same basic pattern with core frame elements. In order to distinguish these two senses, we need to go into the second step—colloconstruction distinction.
6.2 Colloconstructional distinction: sense 1 vs. sense 2
Following the procedures of the proposed model, exploring for non-core argument categorical collocations is executed to further disambiguate senses (see (50A)). Several major categorical collocations are scrutinized as in (50B). In this case study, various senses are especially associated with different syntactic patterns which can be concluded as three major types as: (a) D(Adv.) + V + D(Adv.), (b) V(VK, VH) + V(Ting), (c) V + Di (Asp), and (d) V + Comp.(VE, VH, VC). The distributions of the collocations of sense 1 and sense 2 are shown in (50C) for further distinction.
(50)
A. Categorical Collocates of Four Senses of TING 聽
category Left
VK 27 22 23 20 36 55 5 60 37 29 44 358 1.81 Others
B. High Frequency Non-core Argument of TING 聽