汉语言文化国际推广视野下汉英泛义动词的语义实现比较研究——以“弄”和“make”为例  

A Comparative Study on the Semantic Realization of Chinese and English Generic Verbs from the Perspective of International Chinese Education——Taking Nong and Make as Examples

作　　者：叶远荷 李营 YE Yuanhe;LI Ying(College of International Studies,Beibu Gulf University,Qinzhou Guangxi,535011,China)

机构地区：[1]北部湾大学,广西钦州535011

出　　处：《文化创新比较研究》2022年第8期34-37,共4页Comparative Study of Cultural Innovation

基　　金：2022年广西高校中青年教师科研基础能力提升项目“广西新冠疫情时期汉语言文化国际推广策略研究”(项目编号:2022KY0398);北部湾大学教改项目“‘一带一路’视角下高校留学生文化课程及教材的建设(项目编号:19JGYB50)”;2021年广西高校中青年教师科研基础能力提升项目“面向来华留学生的广西文化对外传播与推广研究(2021KY0415)”;广西教育科学“十四五”规划2021高等教育国际化专项立项课题“来华留学生德育教育话语及传播效度研究(2021ZJY1623)”。

摘　　要：泛义动词由于语义宽泛而不确定,成为汉语言文化国际推广的一个难点。该文以“弄”和“make”为例,对汉英泛义动词的语义实现进行比较研究,发现汉语“弄”和英语“make”在动宾结构、动补结构的语义实现存在相似之处,且都有虚化义。但是两者也有明显的区别:首先,前置词和后置词对汉语“弄”和英语“make”的语义受制存在差异;其次,语态的变化对汉语“弄”和英语“make”的语义实现影响不同;最后,在动补结构中,汉语“弄”的语义受前置词制约,英语“make”的语义不受制约。在此基础上,该文提出泛义动词的对外汉语教学策略。Generic verbs have become a difficult point in international promotion of Chinese language and culture because of their broad and uncertain semantics. Taking Nong and make as examples, this paper makes a comparativestudy on the semantic realization of Chinese and English generic verbs. It is found that Chinese Nong and English make have similarities in the semantic realization of verb-object structure and verb-complement structure, and they both have virtualized meaning. But there are also obvious differences between them: first, there are differences between the semantic constraints of Chinese Nong and English make by prepositions and postpositions;second, the change of voice has different effects on the semantic realization of Chinese Nong and English make;finally, in verb-complement structure, the semantics of Chinese Nong is restricted by prepositions, while the semantics of English make is not restricted. On this basis, this paper proposes strategies of teaching generic verbs in international Chinese education.

关 键 词：泛义动词 弄 MAKE 语义实现 汉语推广 

分 类 号：H315.9[语言文字—英语]