의미지도모형(semantic map model)을 이용한 표준중국어 조동사의 양태 의미 연구
A Study on the Modality Meanings of Auxiliary Verbs in Mandarin using the Semantic Map Model
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초록
This study created the ‘modality semantic map’ on auxiliary verbs of mandarin inspired by the modality's semantic map of Van der Auwera & Plungian(1998). The findings of the study are as follows. First, according to the analysis of modality meanings of auxiliary verbs on ‘ability’ such as ‘能(neng)’, ‘會(hui)’ and ‘可以(keyi)’, they all showed ‘dynamic modality’, ‘deontic modality’ and ‘epistemic modality’. In particular, ‘dynamic modality’ was quite segmented. Second, according to the analysis of modality meanings of auxiliary verbs on ‘obligation’ such as ‘應該(yinggai)’, ‘得(dei)’, ‘要(yao)’, they all showed ‘deontic modality’ and ‘epistemic modality’. In particular, the ‘deontic modality’ was quite developed. Third, based on the analysis, the ‘conceptual spaces’ of auxiliary verbs were established and laid the basis for understanding the modality system of mandarin effectively and comprehensively. Lastly, the modality semantic map was created in two ‘conceptual spaces.’ The ‘semantic map’ in the study could systematically show the polysemy of a single auxiliary verb and clearly distinguish between close and similar modality meanings. Thus, it suggested a theoretical framework for the integrated education of modal auxiliary verbs of Mandarin.
Abstract
This study created the ‘modality semantic map’ on auxiliary verbs of mandarin inspired by the modality's semantic map of Van der Auwera & Plungian(1998). The findings of the study are as follows. First, according to the analysis of modality meanings of auxiliary verbs on ‘ability’ such as ‘能(neng)’, ‘會(hui)’ and ‘可以(keyi)’, they all showed ‘dynamic modality’, ‘deontic modality’ and ‘epistemic modality’. In particular, ‘dynamic modality’ was quite segmented. Second, according to the analysis of modality meanings of auxiliary verbs on ‘obligation’ such as ‘應該(yinggai)’, ‘得(dei)’, ‘要(yao)’, they all showed ‘deontic modality’ and ‘epistemic modality’. In particular, the ‘deontic modality’ was quite developed. Third, based on the analysis, the ‘conceptual spaces’ of auxiliary verbs were established and laid the basis for understanding the modality system of mandarin effectively and comprehensively. Lastly, the modality semantic map was created in two ‘conceptual spaces.’ The ‘semantic map’ in the study could systematically show the polysemy of a single auxiliary verb and clearly distinguish between close and similar modality meanings. Thus, it suggested a theoretical framework for the integrated education of modal auxiliary verbs of Mandarin.
참고문헌 (26)
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