本文探讨疑问代词的任指用法以及"都"在其中的作用.我们认为,任指性疑问代词本质上是表存在的不定代词,任指义来源于语用增强,增强的动因是为了满足"都"的预设,而"都"的出现跟"强制性预设"现象有关.本文进一步运用Fox(2007)、Chierchia(2013:115-123)等提出的任选增强理论对任指性疑问代词做出了准确的分析,该分析帮助我们认识了重音在疑问代词任指用法中所起的作用,以及汉语中任指性疑问代词与任选性"或者"的同异.
This paper argues that the AABB forms in Mandarin Chinese can be subsumed under two broad categories based on the different properties they display. One type is solely confined to adjectival reduplications, resulting from reduplicating the root √AB. By contrast, the other type of AABB, with AB being not an independent adjective, is considered as a doubling process, which takes place also in nominal and verbal AABBs. We thereby propose that the reduplicated AABB is constructed by adjoining the base form √AB directly to Aspect, which is realized as the RED morpheme, structurally in parallel with English stative participles. The derivation of the doubling AABB, on the other hand, is in fact a compounding process, in which roots √A and √B undergo self-compounding respectively before √AA and √BB are juxtaposed to constitute a complex acategorial root √AABB, which in turn adjoins to the categorizer, be it a, v, or n. This proposal presents a nuanced analysis of two different structures surfacing both as AABB, and unifies the reduplicative morphemes in verbal ABAB and adjectival AABB to a single functional head Aspect. As such, our account achieves greater simplicity as it reduces the differences between them to high/low attachment to a functional category, with different semantic interpretations.
This study investigates the development pattern of pragmatic comprehension among Norwegian Chinese foreign language learners in non-target language contexts and explores learners’ ability to understand implicatures. Pragmatic comprehension takes as the research object the contrast between conventional meaning, opaque conversational routines and conventional indirect speech acts（indirect refusal and indirect request）, and non-conventional meaning（i.e., conversational meaning）. Three follow-up tests of pragmatic listening were conducted before, during and after one school year. The results show that conventional meaning was more difficult to understand before the school year than non-conventional meaning but improved more significantly over the school year. At the end of the school year, conventional meaning became easier to understand than non-conventional one, with the comprehension development of conversational routines being significantly slower than that of indirect speech acts.
Area studies provides a new perspective for international Chinese language education. The cross-fertilization of area studies and international Chinese language education has its own complete and self-consistent logical system: their theoretical similarity and mutual promotion constitute the theoretical dimension, the adaptive development and conscious construction of teaching Chinese as a second language in China over the past 70 years the historical dimension, and the practical demands of solving the current development problems and exploring original theories of international Chinese language education the practical dimension. The research paradigm of regional and country-specific Chinese language education should be composed of the two-way loop system consisting of ontology, epistemology and methodology and the internal system of the “triology”. The ontology consists of regional and country-specific Chinese language education practices, systems and theories; the epistemology consists of a system-wide view, a spatio-temporal correlation view and a China position view; and the methodology consists of a localization orientation, an interdisciplinary orientation and a comparative orientation.
The grading and evaluation of text reading difficulty plays an important role in the compilation of graded textbooks and Chinese proficiency assessment. Based on the Chinese Proficiency Grading Standards for International Chinese Language Education, this paper constructs a reading difficulty grading system for texts of Chinese as a foreign language（CFL texts）. The system can score text readability and difficulty level based on the distribution information of Chinese characters, vocabulary and grammar points. The results of a comprehensive grading analysis of 612 articles from four graded textbooks verify the effectiveness of our system. An automatic reading difficulty grading platform is then developed for CFL texts based on the system. This platform can automatically evaluate the difficulty score and proficiency level of the text, and display the information of character, vocabulary, grammar points and articles with similar difficulty, which can, therefore, provide technical assistance for related research and teaching.
