構詞模組與詞彙地位:論漢語詞彙與構式間之漸變性

國立交通大學

外國語文學系外國文學與語言學碩士班

碩 士 論 文

構詞模組與詞彙地位：

論漢語詞彙與構式間之漸變性

Morphological Pattern and Lexical Status:

The continuum between lexicon and construction in Mandarin

研 究 生：張若梅

指導教授：劉美君 教授

構詞模組與詞彙地位：

論漢語詞彙與構式間之漸變性

Morphological Pattern and Lexical Status:

The continuum between lexicon and construction in Mandarin

研 究 生：張若梅

Student：Jo-Mei Chang

指導教授：劉美君

Advisor：Mei-Chun Liu

國 立 交 通 大 學

外國語文學系外國文學與語言學碩士班

碩 士 論 文

A Thesis

Submitted to Graduate Institute of Foreign Literatures and Linguistics College of Humanity and Social Science

National Chiao Tung University in partial Fulfillment of the Requirements

for the Degree of Master of Arts

July 2010

Hsinchu, Taiwan, Republic of China

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構 詞 模 組 與 詞 彙 地 位 : 論 漢 語 詞 彙 與 構 式 間 之 漸 變 性

學生：張若梅

指導教授：劉美君

國立交通大學 外國語文學系外國文學與語言學碩士班

摘

要

本論文探究漢語動詞介於詞彙與構式間的詞彙化過程及其構詞模式，針對三組具代 表性的有趣實例加以分析，分別為1) Stimulus-headed predicates 可憐/可愛/迷人/氣人/有 趣/有意思/令人興奮/令人高興，2) Verb-Complement sequences 叫好/叫苦/哭窮/哭累，以 及3) Manner-Verb combinations 暗叫/高叫/高喊/狂喊。這三組動詞在構詞上之特殊性為 其兼具開放性與創造性，更進一步地說，這三類構詞模組皆由特定構式解構之後，衍生 而逐漸成詞，可視為是解構而得的詞彙，抑或是半詞彙化的構式，其存在提供一種兼具 普遍性和開放性的語意與語法間之對應配搭關係，過程包含了兩個以上事件語意的結 合，透過語言使用上的頻繁共現而誕生。首先，從語法和構詞的互動來看，第一組動詞 呈現特殊且固定的構詞形式，這些構詞模組分別衍生自相對應的語法結構，且其構詞模 組的詞彙語意與其來源構式的語意緊密相扣，例如：情態助動詞“可＂+動詞 (Modal + V)，情緒及物動詞+受詞 (Vt + NP)，所屬動詞“有＂+名詞 (‘have’+ NP)，致使動詞 “令＂+受詞+動詞 (causative + NP + V)，依序列舉於下面例 (1) 之中： (1) 以 Stimulus 為主語的情緒動詞之構詞模組

a) Modal+V「可+X」：這個流浪漢很可憐。 ‘This vagrant is pitiful.’ b) Vtransitive +NP「X+人」：這支舞很迷人。 ‘The dance is charming.’ c) ‘have’+ NP「有+X」：這部電影很有趣。 ‘The movie is interesting.’

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其次，第二組動詞則清楚展現出語意與構詞間的融合關係。其模式為將該類主要動 詞事件與其動詞事件之某一核心參與角色合併成詞，譬如溝通動詞合併其框架主要角色 “溝通之訊息＂(Message)，進而詞彙化。這類動詞代表包含：叫好/叫苦/哭窮/哭累 ‘to applaud/to complain of hardship/to poor-mouth/to complain of fatigue’，描述一特殊的訊息 傳達事件，例句如例(2)所示：

(2) Verb-Complement Sequences 之構詞模組 a) 大家都為她的表現叫好。

‘Everyone was shouting “Well done” for her performance.’ b) 沒有一個人叫苦，沒有人發怨言。

‘Nobody complained of hardship or grumbled.’ c) 各家旅行社都在哭窮。

‘All of the tourist agencies poor-mouthed.’ d) 儘管工作辛苦，卻沒有人哭累。

‘Nobody complained of fatigue despite toilsome working.’

第三組動詞以M-V 的構詞模式明確標記出特殊的溝通方式，傳達帶有顯著溝通方

式的溝通事件。這類動詞代表包括：暗叫/高叫/高喊/狂喊 ‘to shout inwardly/to shout loudly/to shout loudly/to shout madly’，例句列舉於例(3)：

(3) Manner-Verb Combinations 之構詞模組

a) 他雖然膽子大，也不禁暗叫：「媽呀！這麼高！」。

‘He couldn’t help shouting inwardly: “My God! So high!” even though he was bold.’ b) 一群年輕人高叫/高喊著：「劉德華，我愛你。」

‘A crowd of young people shouted loudly: “Andy Liu, I love you.”’ c) 在這，她可以狂喊，可以哭泣。

‘Right here, she can shout madly and cry.’

本篇論文探討三組動詞構詞模組的語言互動及其詞彙地位，並期望藉此具代表性的 普遍現象，引起對於漢語詞彙此種具開放性、可預測性的重要詞彙形成模式之關注重視 與積極研究。

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Morphological Pattern and Lexical Status:

The continuum between lexicon and construction in Mandarin

Student：Jo-Mei Chang Advisor：Dr. Mei-Chun Liu

Graduate Institute of Foreign Literatures and Linguistics

National Chiao Tung University

Abstract

This paper aims to explore three intriguing cases about the lexicalization in Mandarin Chinese, including lemmas such as 1) Stimulus-headed predicates 可憐/可愛/迷人/氣人/有趣/ 有意思/令人興奮/令人高興; 2) Verb-Complement sequences 叫好/叫苦/哭窮/哭累, and 3) Manner-Verb combinations 暗叫/高叫/高喊/狂喊. The three cases are unique in that they are morphologically open and productive. More specifically, they demonstrate varied

morphological structures in lexicalization that are derived from deconstructionalization and event conflation due to high frequent uses in discourse. First, from syntax to morphology, the verbs of the first case show fixed morphological constructions that are directly derived from certain syntactic patterns, including modal VP (Modal + V), transitive VP (Vtransitive + NP), possessive VP (‘have’+ NP), and causative VP (causative + NP + V), as exemplified respectively in (1):

(1) Lexicalization of the Stimulus-headed predicates

a) Modal+V「可+X」：這個流浪漢很可憐。 ‘This vagrant is pitiful.’ b) Vtransitive +NP「X+人」：這支舞很迷人。 ‘The dance is charming.’ c) ‘have’+ NP「有+X」：這部電影很有趣。 ‘The movie is interesting.’

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Additionally, the verbs of the second case demonstrate clear semantic and morphological incorporation in combining an act with its frame-profiled element (Message) encoded as the direct complement following the verb. The 2nd type of verbs, such as 叫好/叫苦/哭窮/哭累 ‘to applaud/to complain of hardship/to poor-mouth/to complain of fatigue’ tends to serve as a single predicate denoting a specific message-delivering act, as exemplified respectively in (2): (2) Lexicalization of the Verb-Complement Sequences

a) 大家都為她的表現叫好。

‘Everyone was shouting “Well done” for her performance.’ b) 沒有一個人叫苦，沒有人發怨言。

‘Nobody complained of hardship or grumbled.’ c) 各家旅行社都在哭窮。

‘All of the tourist agencies poor-mouthed.’ d) 儘管工作辛苦，卻沒有人哭累。

‘Nobody complained of fatigue despite toilsome working.’

The 3rd type of verbs, such as 暗叫/高叫/高喊/狂喊 ‘to shout inwardly/to shout loudly/to shout loudly/to shout madly’ tends to mark clearly the special manner of

communication in the M-V compounds, used as a single predicate denoting a communicative event with a marked manner, as exemplified respectively in (3):

(3) Lexicalization of the Manner-Verb Combinations

a) 他雖然膽子大，也不禁暗叫：「媽呀！這麼高！」。

‘He couldn’t help shouting inwardly: “My God! So high!” even though he was bold.’ b) 一群年輕人高叫/高喊著：「劉德華，我愛你。」

‘A crowd of young people shouted loudly: “Andy Liu, I love you.”’ c) 在這，她可以狂喊，可以哭泣。

‘Right here, she can shout madly and cry.’

The paper discusses the unique morphological pattern and lexical status of the verbs of the three cases and ultimately draws attention to the open and to-be- determined nature of these classes of lemmas that are characteristic of the Mandarin lexicon.

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誌

謝

研究生的生活是滿滿的充實與快樂。尤其感謝我的指導老師劉美君教授，三年來不 厭其煩地在課業及研究上給予我細心地指導與協助，因為老師的提攜與鼓勵，使我有勇 氣與膽識參加大小學術會議，並有機會踏出國門、上台報告，初窺國際學術殿堂，給了 我人生新的想法和經歷。還有所上的許慧娟老師包容我薄弱的音韻基礎、不斷嘗試各種 學習機會帶我們一步步進步；潘荷仙老師生動有趣的語音課程、念茲在茲養成我們預習 和全力以赴的學習精神；劉辰生老師豐富踏實的語法馬拉松、對學生無所不在的關心與 傾聽；以及林若望老師高深莫測的邏輯語意課、時時叮嚀我們二把刀走天下的用心良 苦；三年轉眼過去，感謝老師們的付出，澆灌著小樹苗的我們得以日漸茁壯。 課程之餘，最熟悉的莫過於我親愛的同學以及 304 研究群的夥伴們。衷心感謝老天 使我們相遇，讓漫長的研究生活一點也不孤寂。感謝佳音、璦羽、子玲、喵和詩楣的傾 囊相授，還有畢典特別回來看我們的雯靜，妳們是我心中最好的楷模；感謝我親愛的好 友姿儀，無論何時何地總是使我感到溫暖，在每一次的談天中讓我獲得釋放與成長；感 謝永遠無敵而拼勁十足的蔓婷，總是帶來朗朗笑聲與悠揚歌聲；感謝神派來的天使家 寧，給了 304 寧靜而穩定的力量。還有佩瑜、佳純、彥甫，美麗的系辦助理雅玲和旅櫻， 以及未能一一提及的同學、學長姐、學弟妹們，感謝因你們參與而精彩的每一天，我會 一直保存在心裡。 最後，向我的父親張崇典先生、母親吳振鶯女士致上最深的感謝。父親的支持、母 親的鼓勵、姊姊和姊夫們的關懷與協助以及男友的悉心照顧和陪伴，是我心中暖暖不絕 的最大動力，僅以此文獻給你們，無限感謝。

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Table of Contents

Chinese Abstract……… i

English Abstract……… iii

Acknowledgement………. v

Table of Contents……… vi

List of Tables……….. viii

List of Figures.………..…….. ix

Chapter 1 Introduction………... 1

1.1 The Background……… 1

1.2 The Issue……… 2

Chapter 2 Literature Review………... 4

Chapter 3 Database and Methodology……….……….. 8

3.1 The Database…………... 8

3.1.1 Natural Data Resources……… 8

3.1.2 Frame-based Analysis Resources……… 8

3.2 Method of Analysis…... 9

Chapter 4 Observations and Findings………. 10

4.1 Stimulus-headed Predicates………..………. 10

4.1.1 Propositional Orientation of Emotion verbs in Mandarin and English………..……… 10

4.1.2 Syntactically Basic Patterns & Grammatical Functions………… 13

4.1.3 Collocational Associations & Morpho-syntactic Lexicalization... 16

4.2 Verb-Complement Sequences………... 20

4.2.1 Syntactically Basic Patterns & Grammatical Functions………… 20

4.2.2 Collocational Associations & Morpho-syntactic Lexicalization... 23

4.3 Manner-Verb Combinations………..……..……... 24

4.3.1 Syntactically Basic Patterns & Grammatical Functions…………. 24 4.3.2 Collocational Associations & Morpho-syntactic Lexicalization…. 27

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Chapter 5 Frame-based Analysis………. 28

5.1 Frame-based Analysis of the Stimulus-headed Predicates……….….... 28

5.1.1 Conceptual Schema & Verbal Framework of Emotion Predicates 28 5.1.2 Frame Relations in Cognition Verbal Framework………..……. 34

5.1.3 Frame Relations in Communication Verbal Framework………. 38

5.1.4 Brief Summary……….. 43

5.2 Frame-based Analysis of the Verb-Complement Sequences…..…...… 43

5.2.1 Verb-Message Sequences in the Speaker Frame of the Communication Frame……… 43

5.2.2 Verb-Message Sequences from the Noise Frame of the Communication Frame………..……… 47

5.2.3 Brief Summary………... 56

5.3 Frame-based Analysis of the Manner-Verb Combinations……… 57

5.3.1 Manner-Verb Combinations in the Perception Frame……… 57

5.3.2 Manner-Verb Combinations in the Communication Frame……… 61

5.3.3 Brief Summary………. 63

Chapter 6 Conclusions……...…... 64

6.1 Implication and Significance of the Study………...… 64

6.2 Questions for Future Research... 66

References………..….. 68

Website Resources………….………..… 71

Appendix I: Statistics of Morphological Pattern:「X +人rén」……… 72

Appendix II: Statistics of Morphological Patterns:「可kĕ +X」, 「有yŏu +X」. 73 AppendixIII: Collocational Associations of 「X +人rén」……… 74

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List of Tables

Table 1: Grammatical Distributions of the Representative Stimulus-headed Verbs 16 Table 2: Collocational Associations of the Four Types of Stimulus-headed Verbs 18 Table 3: Grammatical Distributions of the Representative V-Message Verbs 23 Table 4: Collocational Associations of the Representative V-Message Verbs 24 Table 5: Grammatical Distributions of the Representative Manner-V Verbs 26

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List of Figures

Figure 1: the Continuum between Lexicon and Construction 6 Figure 2: the Conceptual Schema of Mandarin Emotion Verbs (Liu and Hong, 2009) 28 Figure 3: the Hierarchical Frame Relations of Mandarin Emotion Verbs 29

(Liu and Hong, 2009)

Figure 4: the Process of Lexicalized Causative Formation (1) 31

Figure 5: the Process of Lexicalized Transitive Formation 31

Figure 6: the Frame Relations of Mandarin Cognition Verbs (VerbNet, 2010) 35 Figure 7: the Process of Lexicalized Causative Formation (2) 37 Figure 8: the Hierarchical Frame Relations of Mandarin Communication Verbs 39

(VerbNet, 2010)

Figure 9: the Process of Lexicalized Causative Formation (3) 41

Figure 10: the Process of Lexicalized Causative Formation 43 Figure 11: the Hierarchical Frame Relations of Mandarin Communication Verbs 44

(VerbNet, 2010)

Figure 12: the Process of Message-incorporated Formation (1) 46 Figure 13: the Hierarchical Frame Relations of Mandarin Communication Verbs 47

(VerbNet, 2010)

Figure 14: the Comparison between English FrameNet and Mandarin VerbNet 56 Figure 15: the Process of Message-incorporated Formation 57

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Figure 17: the Hierarchical Frame Relations of Mandarin Perception Verbs 57 (VerbNet, 2010)

Figure 18: the Process of Lexicalized MV Formation (1) 60

Figure 19: the Form-and-meaning Mapping Continuum between Lexicon and 63 Construction