2002 3 ( 61 ) Ξ,,, 0 0. 1,,, (cohesion) : (coherence) ;, ; 0. 2 ;, 0. 3,,, ;,, ;,,, ;,,, 1 1. 0,,,,,, :,, 1. 1,, X(,) Y : (1),,,, ( ) Ξ 2000, 00B YY015 80
:, X Y, X 1, ( ) X 2, Y X, Y 1, ( ) Y 2 : (2),,,, ( ) (3) :,, ( ), : (4),,? ( ) (5),,,,! ( ), X, Y : ;, : (6) :, ( ), X, Y, P P, X, Y : (7), ( P),,, ( ), P X, Y : (8), ( P), ( ) (9),,, ( P), ( ), X P,,, : (10), ( ) (11) ;,! ( ) X,, : (12), ( ) (13),,,?,! ( ) P, P : (14),, ( ) (15),,,, ( ),,,, 81
2002 3 ( 61 ) ;, : (16), :,, ( ) (17),,, : ( ), : (18),,,,, ( ) (19),,,,,,, ( ),,,, 1. 2 P, X, Y, P :, : (20),, ( ) X, : (21),,, ( ) (22), ;,,,, ( ) : (23),, ;, ( ) (24),, ( ) X, Y P, : (25),, ( ) (26), ( ) P, P : (27),, ( ) (28),, ( ) 82
:, P,, : (29),,? ( ) (30),,,, ( ) 1. 3, ;, : (31), ;, ( ), Y X : (32),,, ( ),, : (33),,, ( ) (34),, :, ( ), : a. X Y,,,, : (35),,,,, ( ) (36),,, ( ) b.,, : (37),,,, ( ) (38),,,,, ( ) c., : X, Y Z ( ) Z : (39),,, ( ) (40),,,,, ( ) d., :, X, Y : (41) :, :, ( ) 83
2002 3 ( 61 ) (42) :, ( ) X, Y : (43),,,,, ( ) (44),,,, ( ),,,,,, X, Y /,,, Y : (45), ( ) (46),, ( ) Y,, : (47), :!,! ( ) (48) [ ],,!, ( ),, : (49), ;, ( ) (50), ( ),,,, : ) (51), (, : ) (52),,,,! ( 2 2. 0,,? 2. 1,, : (53), ( ),,,, : (54) :,, 84
: ( ),,,,,, : (55),,,,? ( ) (56), :!,! ( ),?,, (absorption of context),, X,, : (57),,, ( ) (58),,,,,, ( ) (59),, :,, ;,,,,? ( ) X,, X Y,,,,,,,,,,, X, Y P,, : (60),,,,,,,! ( ), P, (presupposition) (entailment) : ) (61) :,,! ( ) (62),,, (,,,,,, (inference) 85
2002 3 ( 61 ), 2. 2, P, X,, X Y P,, P, P ; X P : (63) [ ] :,!,?,,,, ( ) (64),?,,,, ( ),,, (entail),,,,, (reanalysis) : (65),,,,,,,, ( ) (66) :, ( ), X,, X P,,, X,,,, : (67),,,, ( ) (68) :, ( ),, :,, : (69),,,,,, ( ) (70), :,, ( ),,,, 86
: 2. 3, P, X Y X Y, X Y P, : (71),,? ( ) P, X Y,, P, P, X, Y, P (foreground) (background),,, P, P, X, Y ;, P : ) (72),, ( (73) :,,! ( ), : (74) ( ),,,,, ( ), P, X Y, P, X Y : (75),,,, ( ) (76), ( ),, / P X Y, P, X, Y P, P, X, Y : (77) :,, ( ) (78) :, ( ),, / P, X, Y P, X, Y,,,,,, 2. 4 X Y, X Y X Y, 87
2002 3 ( 61 ), : (79), ( ) (80), ( ) X Y, X Y,, : (81) :, ( ), X Y, ; X Y, ; : (82) [ ] :?,, :,,,,,, :, ( ) X Y,,, (absorb),, X Y,,, X Y, ; X Y, : (83),,,, ( ) (84), :,,, ( ),,,, X Y, X Y,,, : (85),,,, ( ) (86),, ( ), VP X Y : (87),,,,, ( ) (88),,,,,,,, ( ),,, X Y,,,, : 88 (89) :
: ( ) (90),, : ( ),, : (91),,,,,,,,,,,, :,, ( ) (92),,,,,,,,, ( ), :,,,, ;,,,,,, ( ), 3 3. 1,, ;, ;,,,,,,,,, 3. 2,, :,,,,,,,,,,,, 3. 3,,,, (continuum),,,,,,, 89
2002 3 ( 61 ),,,,,, : (,1996) 55 57 (,1986) (, 1999) (,1998),,,,, X Y, (,1988) (,1988) (,1992) / X, Y, (2000) (2001), (,1992) (,2001),,,, (1994), 4 (1998), 3 (2001), : (1994), 4 (1987), : (2001), : (2000), 1 Giv n,talmy (1971) Historical syntax and synchronic morphology : an archaeologist s field trip. Chicago Lin2 guistic Society. Heine,B.,U. Claudi, & F. H nnemeyer (1991) Gram m aticaliz ation A conceptual Framework. Chicago : U2 niversity of Chicago Press. Halliday,M. A. K. & Hassan. R (1976) Cohesion in English. London : Longman. Quirk, R., Greebaum, S., Leech, G.,and Svartvik, J. (1985) L anguage. London Longman Group Limited. Sweeter, Eve (1990) A Com prehensive Gram m ar of the English From etymology to pragm atics : Metaphorical and cultural aspects of sem antic st ructure. Cambridge : Cambridge University Press.,,,,, 60 90
should be more diversified. This kind of suggestion is made because of t he oversimplification of the meaning of le as indicating a change. This paper attempts to make a more thorough ex2 pounding of t he grammatical meanings pragmatically and cognitively, aiming at concluding wit h a unified explanation of t he different meanings of le. Key w ords : modal particle le grammatical meaning mode of cognition structural form The coherent functions of ji sh in text and the evolution of its grammatical ization ZHANG Yisheng,p80 In this paper the coherent functions in text of different ji sh are discussed and the syntac2 tical patterns and expressing functions of ji sh studied from the point of combining diachronic changes wit h synchronic variations. Furt hermore, t he cause and mechanisms of t he grammati2 calization, as well as t he connection between historical develop ment and modern coherent f unc2 tions, of ji sh are explored. Key w ords : text coherent function grammaticalization Unaccusative and unergative verbs in Chinese and the acquisition of Chinese as a second language YUAN Boping[ UK],p91 Int ransitive verbs can be divided into two subgroups, unaccusative verbs and unergative verbs, wit h t he former having an internal argument but no external argument and t he latter having only external argument but no internal argument. U naccusativity is semantically deter2 mined and syntactically represented. In English, t he internal argument of t he unaccusative verb has to raise to subject position, while in Chinese the internal argument can remain in object po2 sition as long as it is an indefinite NP. External arguments of unergatvie verbs in both English and Chinese are in a preverbal position whether they are definite or indefinite. The study re2 ported in this paper was to find out whether the lexical2semantic distinction between the unac2 cusative verb and t he unergative verb could be properly represented in English2speaking learn2 ers L 2 syntax of Chinese and whether the learner would allow only the single argument of the unaccusative verb but disallow that of the unergative verb to be in object position. The results indicate t hat t he unaccusative/ unergative distinction is acquired very late by English2speaking learners, and that the acquisition does not proceed in a linear fashion. Key w ords : Intransitive verb unacusative verb unergative verb representation second language acquisition Prof. Wei Jiangong as a forerunner of Chinese teaching as a foreign language and a promoter of Guoyu in Taiwan ZHAO Jinming,p102 The late Prof. Wei Jiangong of Peking U niversity is remembered, in t his article, as a forerunner of Chinese teaching as a foreign language and a prominent promoter of Guoy u ( The national language) in Taiwan after her recovery to China as a result of the victory of World War II. Key w ords : Wei Jiangong Chinese teaching promotion of Guoy u