英语主被动语态对称句法结构语义与语用差异解析  

Syntactic Symmetrical Active-Passive Voice Constructions in English:Analysis on Their Differences in Meaning and Use

作　　者：刘炜[1] 

机构地区：[1]吉首大学

出　　处：《语言教育》2014年第1期48-54,68,共8页Language Education

基　　金：湖南省普通高等学校科学研究项目"现代语言学研究对英语教学语法的理论阐释"(项目编号:09C796)的阶段性研究成果

摘　　要：本文针对英语语法教学存在的问题和真值语义学的局限,就英语主动-被动语态对称句法结构的语义和语用差异进行分析讨论。语言事实表明,在句子语境中,作为构成要素的词汇的语义语用限制可能导致英语主动-被动语态对称句法结构的命题语义不可等值;在话语语境中,即使命题语义等值的英语主动-被动语态对称句法结构也存在认知-功能语用差异,比如二者的认知/叙事视角不同,突显的信息语义结构不同。本项研究认为,了解英语主动-被动语态对称句法结构的语义与语用差异,有助于在英语教学中增强英语师生关于语法的语形、语义、语用三位一体联动意识,提高教学语法的阐释性和语法教学的实效性。With respect to the limitation of English grammar teaching and learning as well as that of semantics of truth value, this paper discusses the differences of syntactic symmetrical active-passive voice constructions in English in terms of meaning and use. Language data indicates that in syntactic context, semantic and pragmatic constraints of words as sentence constituents can result in non-equivalent propositional meanings between active and passive voice constructions; in discourse/textual context, even syntactic symmetrical active-passive voice constructions with the same propositional meaning can be differentiated in use in terms of cognition and function, such as the divergences in cognitive/narrative perspective and variations in information structure of prominence. Understanding of the semantic and pragmatic differences in syntactic symmetrical active- passive voice constructions is believed to contribute to raising the awareness of English teachers and learners of the tripartite system of grammar （form, meaning and use）, enriching the motivation and interpretativeness of pedagogical grammar and improving the effectiveness of grammar instruction in ELT.

关 键 词：主动一被动语态 对称句法结构 语义与语用差异 

分 类 号：H0[语言文字—语言学]