汉语添加算子的语法与习得研究PDF电子书下载

Chapter 1 Overview and Background 1

1.1 Overview 1

1.2 General Review of Focus Particles and Additive Particles 2

1.2.1 Focus Particles and Focalization 2

1.2.2 Additive Particles 4

1.3 Theoretical Assumptions 4

1.3.1 Altemative Semantics 4

1.3.2 Tripartite Structures 7

1.3.3 Eventuality Types 10

1.4 Problems ofAdditive Particles in Mandarin 12

1.4.1 Types of Mandarin Additive Particles and Their Interaction with Focus 12

1.4.2 Research Issues 14

1.5 Structure ofthe Book 16

Chapter 2 Additive Particle Ye:Focus，Scope and Presupposition 18

2.1 Introduction 18

2.2 Previous Studies and the Research Issues 18

2.2.1 Obligatory Conditions of Too 19

2.2.2 Too's Contribution to the Host Sentence 23

2.2.3 Presupposition of Too 24

2.3 Variants of Ye and Their Scope 25

2.3.1 Ye with a Following Focus 26

2.3.1.1 YeF as a Focus Particle 27

2.3.1.2 Interaction of YeF with Other Focus Particles 28

2.3.1.3 Obligatory and One-distinct Requirement of YeF 29

2.3.2 Stressed Ye 32

2.3.2.1 Stressed Ye as a Scope Particle 34

2.3.2.2 Interaction of Stressed Ye with Other Particles 35

2.3.2.3 One-distinction Requirement 36

2.3.3 Ye with a Preceding Focus/Topic 38

2.3.3.1 Pye as a Focus Particle 39

2.3.3.2 TheInteractionofPye andOtherParticles 40

2.3.3.3 One-distinction Requirement 41

2.3.3.4 Lian...Ye 42

2.3.4 Summary 45

2.4 Presupposition of Ye 45

2.4.1 Problems ofthe Presupposition of Too 46

2.4.2 Solutions to the Problems in Literature 46

2.4.3 Our Proposal 49

2.5 Conclusion 50

Chapter 3 Additive Particle Hai:Scope，Focus and Presupposition 51

3.1 Introduction 51

3.2 Literature Review 51

3.2.1 Meaning Components of Still/Noch 52

3.2.1.1 Temporal Still/Noch 53

3.2.1.2 Marginality Still/Noch 57

3.2.2 Main Theories concerning Still/Noch 57

3.2.2.1 The Unified-meaning Approach 57

3.2.2.2 Multiple-meaning Analysis 61

3.2.3 Previous Analysis of Hai 64

3.2.3.1 Multiple-meaning Account 64

3.2.3.2 Unified Account of Hai 74

3.2.3.3 Other Literature on Hai 79

3.3 Variants of Hai 79

3.3.1 Stressed Hai as an Increment Degree Operator 80

3.3.1.1 Puzzles Related with Stressed Hai 80

3.3.1.2 Our Proposal:Stressed Hai as an Increment Operator 96

3.3.1.3 Summary 106

3.3.2 Hai with a Following Focus:Default Focus Structure 107

3.3.2.1 Haiyou 108

3.3.2.2 Haishi 110

3.3.2.3 Summary of HaiF 111

3.3.3 Hai with a Preceding Focus:Scalar Additive and Pure Addition 111

3.3.3.1 Previous Analysis ofAdditive Scalar Particles 113

3.3.3.2 Distribution ofEven Words in Mandarin 114

3.4 Semantics of Hai 117

3.5 Presupposition of Hai 118

3.6 Conclusion 119

Chapter 4 Additive Particle You:Scope，Focus and Presupposition 121

4.1 Introduction 121

4.2 Literature Review 121

4.2 1 Previous Studies on Again/Wieder 122

4.2.1.1 The Repetitive vs.Restitutive Reading of Again/Wieder 122

4.2.1.2 Reductionism vs.Polysemous Account 125

4.2.1.3 The Presupposition of Again/Wieder 126

4.2.2 Accounts of Chinese You 129

4.2.2.1 You in Classical Grammar Book 130

4.2.2.2 Accounts of You from Different Aspects 131

4.3 The Semantics of You 141

4.3.1 Stressed You 142

4.3.1.1 Temporal Clauses 142

4.3.1.2 Amount Additive Use ofStressed You 156

4.3.1.3 Multiple-repetition Structure 158

4.3.1.4 Issues concerning the Presuppositions of Stressed You 160

4.3.2 You with a Following Focus 169

4.3.2.1 Relations between the Asserted and Presupposed Sentences of You with a Following Focus 170

4.3.2.2 Presuppositions ofUnstressed You with a Following Focus 174

4.3.3 You with a Preceding Focus 180

4.3.3.1 The Additive Meaning 180

4.3.3.2 The Contrastive Meaning 181

4.3.3.3 The Scalar Meaning 183

4 3 4 Conclusion 188

Chapter 5 System of Mandarin Additive Particles 190

5.1 Introduction 190

5.2 Stressed Focus Particles 190

5.2.1 Stressed Ye 192

5.2.2 Stressed Hai 193

5.2.3 Stressed You 194

5.2.4 System ofStressed Additive Particles 195

5.3 Mandarin Additive Particles with a Following Focus 196

5.4 Mandarin Additive Particles with a Preceding Focus 199

5.5 System ofMandarin Additive Particles 202

Chapter 6 Overview of the Acquisition of Additive Particles 204

6.1 Introduction 204

6.2 Previous Studies 205

6.2.1 The Experimental Studies of the Acquisition of Additive Particles 206

6.2.1.1 Hüttner et al.(2004） 207

6.2.1.2 Bergsma(2006） 209

6.2.1.3 Matsuoka(2004,2006) 213

6.2.2 The Longitudinal Studies of the Acquisition of Additive Particles 214

6.2.2.1 Nederstigt(2003,2006) 215

6.2.2.2 Lee(2002,2005) 218

6.2.3 The Acquisition ofRestrictive Operators 221

6.2.4 Acquisition of Prosody 223

6.3 Relevant Issues in the Current Study 225

Chapter 7 Production of Mandarin Additive Particles in Child Language 227

7.1 Introduction 227

7.2 Facts of Additive Particles in Mandarin Chinese 229

7.2.1 Phonological Properties and Syntactic Positions of Mandarin Additive Particles 229

7.2.2 Semantic Components of Mandarin Additive Particles 231

7.2.3 Pragmatics of Additive Particles 232

7.2.4 Children's Learning Tasks of Mandarin Additive Particles 232

7.3 Universality 233

7.4 Methodology 234

7.5 Production ofStressed Ye 236

7.5.1 Materials and Procedures 236

7.5.1.1 Picture Description 237

7.5.1.2 Game Play 239

7.5.2 Participants 239

7.5.3 Results 239

7.6 Production of Stressed Hai 241

7.6.1 Materials and Procedures 241

7.6.1.1 Truth-value Judgment 241

7.6.1.2 Game Play 243

7.6.2 Participants 243

7.6.3 Results 243

7.7 Production of Stressed You 244

7.7.1 Materials and Procedures 244

7.7.1.1 Video Description 245

7.7.1.2 Game Play 246

7.7.2 Participants 246

7.7.3 Results 246

7.8 Production of Unstressed Hai/Ye/You 247

7.8.1 Materials and Procedures 247

7.8.1.1 Picture Description and Truth-value Judgment 247

7.8.1.2 Video Description:Unstressed You 249

7.8.1.3 Game Play 249

7.8.2 Participants 250

7.8.3 Results 250

7.8.3.1 Results of Unstressed Hai/Ye 250

7.8.3.2 Results of Unstressed You 252

7.9 Discussion and Conclusion 253

7.9.1 Overall Results of the Production ofAdditive Particles in Mandarin 253

7.9.2 General Discussion 254

7.9.2.1 Linguistic Knowledge Children Should Know to Produce Additive Particles 254

7.9.2.2 Early Emergence 257

7.9.2.3 Lack of Decisive Evidence in the Environment 258

7.9.2.4 Universality 258

7.9.3 Conclusion 258

Chapter 8 Comprehension of Mandarin Additive Particles in Child Language 258

8.1 Introduction 260

8.2 Methodology 260

8.3 Comprehension of Stressed Ye 261

8.3.1 The Basics of Stressed Ye 261

8.3.2 Materials and Procedures 263

8.3.3 Participants 265

8.3.4 Results 266

8.3.4.1 Group Results 266

8.3.4.2 Individual Results 267

8.4 Comprehension of Stressed Hai 269

8.4.1 The Basics of Stressed hai 269

8.4.2 Materials and Procedures 270

8.4.2.1 Truth-value Judgment Task 270

8.4.2.2 Act-out Task 273

8.4.3 Participants 273

8.4.4 Results 274

8.4.4.1 Overall Performance 274

8.5 Comprehension of Stressed You 275

8.5.1 The Basics of Stressed You 275

8.5.2 Materials and Procedures 276

8.5.3 Participants 279

8.5.4 Results 279

8.6 Comprehension of Unstressed Hai 280

8.6.1 The Basics of Unstressed Hai 280

8.6.2 Materials and Procedures 281

8.6.3 Participants 283

8.6.4 Results 283

8.6.4.1 Group Results 284

8.6.4.2 Individual Results 285

8.7 Discussion and Conclusion 286

8.7.1 Possible Explanations of Production-Comprehension Asymmetry 287

8.7.1.1 Difficulty in Interpreting Subject Focus 287

8.7.1.2 Marked Focus Structures 291

8.7.2 The Analysis:Failure of Accommodating Presuppositions 292

8.7.2.1 Acquisition of Presuppositions 292

8.7.2.2 Failure of Accommodating Presuppositions in Comprehension ofAdditive Particles 293

Chapter 9 Conclusions and Outlook 295

9.1 Main Claims and Results 295

9.1.1 Theories of Mandarin Additive Particles 295

9.1.2 Results of the Acquisition of Mandarin Additive Particles 298

9.2 Future Work 299

Appendices 301

References 304