英汉句法歧义对比研究及对外语教学的启示

论文摘要

歧义是语言中的普遍现象,其普遍存在是语言共性的表现。然而,事物总是相对的,在语言共性的背后还有其语言个性的存在。不同语言具有不同的语言结构(语音、词汇、语法),不同民族的语言习惯和思维方式也不尽相同。因此,在不同的语言中会产生不同的歧义现象,我们也就有必要对这些不同的歧义现象进行对比。本文在前人研究成就的基础上,运用语言对比的方法,全面考察两种语言中的歧义现象,重点对其中的句法歧义现象进行深入的研究,找出它们的共性和个性,从语言内部因素探讨其产生的原因和特点,以及该项研究对外语教学的启示。这种对比研究是在纯语言学平面内进行的。通过对两种语言中的句法歧义对比发现,句法歧义大量存在于英、汉两种语言中,两者有其相同点也有不同点。英汉修饰语歧义有许多相似之处,相对而言,这类歧义在英语中更为常见;而汉语中的该类歧义更多的表现为前置修饰语所引起的。此外,如否定范围不清和焦点不明确,并列结构粘合程度不同,及动词的不同功能所引起的歧义在英汉语当中都大量存在,这些可归纳为两者在句法歧义方面的共性。而英、汉语在句法歧义上又有各自个性的表现,如由于比较状语从句中的省略引起的歧义和后置修饰语引起的歧义在英语中较普遍,亦可看作英语句法歧义的个性。汉语句法歧义的个性则表现为动宾结构或动宾补结构引起的歧义。本文在句法歧义对比研究的基础之上,将句法歧义的研究与外语教学结合起来,针对学生在语言学习过程中容易出现的歧义问题提出了相应的消除歧义的方法:改变词序;改用其他词汇或短语;改写句子;补足省略成分以及提供适当的语境。教会学生歧义消除的方法对于提高其听、说、读、写、译能力有重要意义。消极歧义在教学过程中是应该避免的,但另一方面,积极地利用歧义又可以达到特定的修辞效果。因此,帮助学生意识到歧义的积极作用也很有必要。它能够培养学生的文学鉴赏力,提高自身的阅读和写作能力,使语言更加丰富、生动、有感染力。句法歧义的对比分析给外语教学以一定的启示,不但可以推动语言研究本身的发展,而且有助于学生按照语言的规律学习,不仅学习语言形式,还要学习它的各种变化和矛盾,合理的运用语言。

论文目录

• Acknowledgements
• 中文提要
• Abstract
• Chapter 1 Introduction
• 1.1 Preliminary remarks
• 1.2 The general framework of the thesis
• Chapter 2 Review of the studies on ambiguity
• 2.1 Definitions of ambiguity
• 2.1.1 Definitions of ambiguity
• 2.1.2 Ambiguity, multiple meaning, vagueness and pun
• 2.1.2.1 Multiple meaning
• 2.1.2.2 Vagueness
• 2.1.2.3 Pun
• 2.2 Studies of ambiguity
• 2.2.1 Studies of ambiguity in English
• 2.2.2 Studies of ambiguity in Chinese
• Chapter 3 Main types of ambiguity in English and Chinese
• 3.1 Phonological ambiguity in English and Chinese
• 3.1.1 Ambiguity caused by stress
• 3.1.2 Ambiguity caused by homonymy
• 3.2 Semantic ambiguity in English and Chinese
• 3.2.1 Lexical ambiguity caused by polysemy
• 3.2.2 Ambiguity caused by some prefixes and suffixes
• 3.3 Syntactic ambiguity in English and Chinese
• 3.3.1 Unclear modifying relationship.
• 3.3.2 Different scale of cohesion in coordinated structures
• 3.4 Pragmatic ambiguity in English and Chinese
• Chapter 4 A contrastive study of syntactic ambiguity in English & Chinese at the linguistic level
• 4.1 The similarities of syntactic ambiguity in English and Chinese
• 4.1.1 Ambiguity caused by unclear modifying relationships
• 4.1.1.1 Ambiguity caused by multiple modification structures
• 4.1.1.1.1 Ambiguity of Adjective + Noun + and + Noun Structures
• 4.1.1.1.2 Ambiguity of Multiple Attributives + Head
• 4.1.1.2 Ambiguity caused by unclear modification of adverbs in sentence
• 4.1.1.3 Ambiguity caused by unclear modifying prepositional phrases
• 4.1.2 Ambiguity caused by different scale of cohesion in coordinated structures
• 4.1.3 Ambiguity caused by different scopes and focus of negation
• 4.1.4 Ambiguity caused by different functions of verbs
• 4.2 The peculiarities of syntactic ambiguity in English and Chinese
• 4.2.1 The peculiarities of syntactic ambiguity in English
• 4.2.1.1 Post modification structure
• 4.2.1.2 Unclear modification of post prepositional phrases
• 4.2.1.3 Ellipsis in comparative sentences
• 4.2.2 The peculiarity of syntactic ambiguity in Chinese
• 4.3 Summary
• Chapter 5 Implications of contrastive study of syntactic ambiguity for foreign language teaching
• 5.1 Implications for foreign language teaching
• 5.1.1 Helping students to adopt strategies of disambiguation
• 5.1.1.1 Changing the word order
• 5.1.1.2 Using the other words or phrases
• 5.1.1.3 Rewriting the sentence
• 5.1.1.4 Adding ellipsis
• 5.1.1.5 Offering proper context
• 5.1.2 Helping students to realize positive functions of deliberate ambiguity
• 5.2 Significances of ambiguity for foreign language teaching
• 5.2.1 Significance of ambiguity for language study
• 5.2.2 Significance of ambiguity for foreign language teaching
• Chapter 6 Conclusion
• Notes
• Bibliography