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The use of le by L1 Chinese speakers and the acquisition of le by L2 Chinese learners.

机译：母语为L1的中国人使用le，以及母语为L2的中国学习者对le的掌握。

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摘要

The perfective marker V-le is claimed to be one of the most problematic items in the acquisition of L2 Chinese, perhaps because no unified and comprehensive treatment of it exists in the literature. Although much has been written on this topic, the semantic and pragmatic functions of V-le have remained elusive. While linguists and grammarians all agree that V-le performs multiple functions, there has been no consensus on its meaning and usage. Adding to this complex situation is that V-le is not always syntactically obligatory in Mandarin Chinese. Even though scholars are well aware of the phenomenon of "optionality" with Chinese aspect markers, disagreement and ambiguity prevail. Smith (1997) claims that V-le, like other aspect markers in Chinese, is always syntactically optional. Li and Thompson (1981) claim that the use of V-le depends largely on the speaker's viewpoint as to whether an event is "bounded" or not. Both seem to suggest global optionality. In contrast, textbooks written for Chinese L2 learners discuss V-le as obligatory in various different contexts.;Having found no established and unified treatment of V-le that reflects native speaker's knowledge regarding its obligatory and optional use, we conducted a larger survey of 482 native speakers, 316 adolescents and 166 adults, in an attempt to capture some generalizations on the obligatory and optional use of -le in various contexts. Our results show a range of frequencies, from very high (98% to 100%) in the context of accomplishment predicates and activity predicates as the first event in a sequence; to high (67% to 84%) in the context of achievement predicates; to variable (31% to 64%) in the context of resultative verb complements. We argue that this pattern of V-le suppliance can be derived by positing a hierarchy of boundedness in the predicate and that it follows a redundancy principle in discourse.;The results from learners' data suggest that they acquired the knowledge of the perfective marking in the obligatory context after 300--400 hours of classroom instruction. They consistently used -le with accomplishment verbs and activity verbs as the first event in a sequence. They also consistently omitted -le with resultative verb complements, a hint of their implicit understanding of the semantic cues given by the predicates. In sum, the learners had a good understanding of the semantic properties of the verb class and had acquired a good, but not yet native-like, knowledge about the interaction between the perfective marker V-le and the lexical and semantic properties of different verb type categories.
机译：完美标记V-le被认为是第二语言汉语习得中最成问题的项目之一，也许是因为文献中没有对其进行统一和全面的处理。尽管有关此主题的文章很多，但V-le的语义和实用功能仍然难以捉摸。尽管语言学家和语法学家都同意V-le具有多种功能，但对其含义和用法尚无共识。更复杂的情况是，V-le并非在汉语普通话中在句法上是必须的。尽管学者们非常清楚带有中文方面标记的“可选性”现象，但分歧和歧义仍然盛行。史密斯（Smith，1997）声称，V-le与汉语中的其他方面标记一样，在语法上始终是可选的。 Li and Thompson（1981）声称，V-le的使用在很大程度上取决于说话者对事件是否“受限制”的观点。两者似乎都暗示着全球的选择性。相比之下，为中国第二语言学习者编写的教科书在各种不同的情况下都将V-le视为必修课;;由于没有找到既定且统一的V-le处理方法，无法反映母语人士对其必修和可选用法的了解，因此我们对V-le进行了较大的调查482位以英语为母语的人，316位青少年和166位成人，试图对在各种情况下必须使用-le进行概括。我们的结果显示了一系列频率，从成就谓词和活动谓词作为序列中的第一个事件来看，频率范围非常高（从98％到100％）；在成就谓语的背景下达到高水平（67％至84％）；结果动词补语中的变量（31％到64％）。我们认为，这种V-le顺从性模式可以通过在谓词中建立有界性层次而得出，并且遵循话语中的冗余原则。;学习者的数据结果表明，他们获得了关于完美标记的知识。 300--400小时的课堂教学后的强制性环境。他们一致地将-le与成就动词和活动动词一起用作序列中的第一个事件。他们还始终省略带有结果动词补语的-le，这暗示了他们对谓词所给出的语义线索的隐性理解。总之，学习者对动词类的语义特性有很好的理解，并且获得了关于完美标记V-le与不同动词的词汇和语义特性之间的相互作用的良好但还不是母语的知识类型类别。

著录项

  • 作者

    Bredeche, Chi Chen.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Language Linguistics.;Education Foreign Language.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 271 p.
  • 总页数 271
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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