| 摘要: | 本研究旨在探究漢語「就」的語義演變及其教學語法的編排設計。論文首先追溯字理來源，從最早的造字原理開始梳理其象徵意義與引申意義；其次，從歷史的角度剖析，藉由「中央研究院上古、中古與近代漢語詞性標注語料庫」之相關語料進行綜合考察，分析「就」在不同時代所代表的語義及其歷時語義的轉變；然後以「中央研究院現代漢語平衡語料庫」之相關語料考察漢語「就」的共時語義、副詞義項與並現詞語分析。經過以上文獻資料的分析、比較、彙整與統計，得出研究結果為：一、漢語「就」自上古時期雖主要做為動詞用法，但末期已出現連詞用法；在中古時期除動詞用法外，還有關聯副詞用法；在近代時期，實詞虛化明顯，關聯副詞與動詞的使用出現急遽變化；在現代時期，副詞成為主要用法，並產生了介詞的用法，動詞用法比例降至最低。二、副詞「就」的語義表示關聯、語氣、時間、程度/數量及範圍等。後接共現詞語使用頻次排序第一為「就是」，前接共現詞語使用頻次排序第一為「我就」。三、《新版實用視聽華語》副詞「就」的句型教學義項編排順序為：時間→語氣→關聯→數量/程度→範圍。教學語法設計義項比重依序為：關聯37.84%，語氣27.03%，時間21.62%，數量/程度8.11%，範圍5.40%。後接共現詞語最高頻為「就是」，前接共現詞語最高頻為「我們就」。現代漢語副詞是教學上的難點之一，教學者若能從起源開始了解漢語「就」語義的擴展及語法的演變，明白其延伸拓展脈絡，更能進一步引導學習者掌握各種不同語義的用法，讓學習者在不同情境中都能正確使用與表達。
The purpose of this research is to explore the evolution of the meaning of the modern Chinese character ‘jiu4’ and its design within the framework of pedagogical grammar. First of all, this research looks at earliest possible reasons for creating the word and describes the origin of the character. Then this research discusses its symbolism and extended meaning. An analysis follows, from a historical perspective, of the information contained in the Academia Sinica’s Early Ancient Chinese, Middle Ancient Chinese and contemporary Chinese part-of-speech tagging corpus’ so as to conduct a comprehensive survey and analysis of the meaning of the word ‘jiu’ as represented in those historical periods. Furthermore a survey on the analyses of ‘jiu’ in semantics, adverbial uses and other expressions in modern Chinese using language data from the ‘Academic Sinica’s Modern Chinese language balanced database’ was also conducted. After a thorough literature review, compilation and statistical analysis, the following conclusions were reached: (1) In Chinese, although ‘jiu’ was used mainly as a verb in the Middle Ages, in the latter part of that period, the use of ‘jiu’ as a connective started to appear. Apart of using it as a verb during that period, it also started to be used as an adverbial connective. In contemporary time, it gradually started to be used as a function word and there were dramatic changes in the use of ‘jiu’ as a connective and a verb. In the modern era apart from using it as an adverb, there were also instances of it being used as a ‘preposition’. (2) The use of ‘jiu’ as an adverbial is usually in situations connected with the mood, time, level/number and scope of the sentence. The most frequent word which contains ‘jiu’ on the right of another character is ‘jiu4shi4’; the most frequent word which contains ‘jiu’ on the left of another character is ‘wo3jiu4’. (3) In the ‘New edition of the Practical Audio Visual Chinese’ textbook, the functions of sentence patterns containing the adverb ‘jiu’ follows the following sequence: connection 37.84%, mood 27.03%, time 21.62%, number/level 8.11%, scope 5.40%. In addition, the highest frequency of the word with ‘jiu’ appearing on the right of the word is ‘jiu4shi4’ and on the left is ‘wo3men0jiu4’. The teaching and learning of adverbs in Chinese is not easy, if teachers can start to understand the evolution and development of the word ‘jiu’, they can then guide learners how to grasp the different uses of ‘jiu’. This way it is possible to use different situations to properly use and express the uses of ‘jiu’. |
