Dòng Nội dung
1
“一M比一M+VP”构式的语义分化、认知动因与语用功能 = Semantic Differentiation,Cognitive Motivation,and Pragmatic Function of the Construction “Yi M Bi Yi M + VP”. / Lv Feng. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2013, No.6.
2013.
p. 74-82.

This paper mainly discusses the construction"Yi M Bi Yi M + VP"in modern Chinese on the basis of the bygone research.This paper concludes that the construction,though the same form,has two different construction meanings.Our conclusion is: there’re two kinds of constructions which are isomorphic in modern Chinese: those with sequence of measure are still used to comparewhile those without sequence of measure do not express comparison any longer.In this case,it has become an independent construction with its unique construction meaning: referring nonspecifically.The difference is due to the different prominence of the elements or connection in the image schema and the modes of mental scanning.Pragmatically,the construction is rather economical,which can be used to express strong feelings and show strong subjectivity.
2
主观性——客观性作为语义分化的理据——兼谈其对语言教学的启示 / 黄蓓 // 汉语学习 No.5/2019

tr.97-105

本文考察了主观性与语义分化的关联及其对语言教学的启示,发现主观性往往造就语言中的主—客分工,主观性—客观性是词义分化与构式分化的重要理据。就近义词而言,具有强主观性的成分往往与非主观成分呈互补态势;就多义词而言,同一成分往往兼司主—客功能,其用法语境呈"主—主""客—客"分布倾向。近义构式的主—客分工表现为主观性构式同其上位构式间的分化效果,以及平行近义构式间的主—客分化效果。据此,主观性—客观性可视为语义分化的重要理据。对近义/多义分布的认知理据的挖掘,有助于发掘汉语中看似杂乱无章的现象背后的规律,从而制定更有效的留学生教学模式