認知動詞的概念基模：以框架語義為本之漢語認知動詞研究

Abstract

本研究以Fillmore and Atkins (1992)提出之「框架語義」(Frame Semantics)為理論基礎，針對漢語認知動詞進行深入的語法、語義研究，建構認知動詞的概念基模，以作為認知動詞分類的標準。眾多學者從不同角度分析認知動詞，如跨語言(cross-linguistic)的角度、歷時發展(diachronic)的角度等，皆提供本研究紮實的基礎。然而，過去卻未曾對漢語認知動詞多樣化的語意、語法特色做深入的分析。本研究以中研院現代漢語平衡語料庫為主要語料來源，將認知動詞的參與者角色、語法表現、事件結構、共現特徵及語意訊息等納入考量，建構認知動詞的概念基模，以此概念基模呈現漢語認知動詞豐富、多樣的語意訊息，並作為認知動詞分類的標準。

本研究發現，漢語認知動詞有三種事件類型： 1.漢語認知動詞事件類型 (a)Activity:他正在 想/思考/研究/回想 這個問題。 (b)Achievement:他 想/想出/發現/想到 了一個辦法。 (c)State:他 想/認為/知道/記得 這是個好辦法。

這三種事件類型表示了人類認知歷程連續相關的不同階段：過程(Process)、結果(Resultative State)及狀態(Homogeneous State)，這三階段又分別建構出兩種認知歷程：「想法的產生」及「記憶的回朔」。 2.人類認知歷程 (a)想法的產生 1)過程：一位認知者(Cognizer)針對一個外界事物進行認知行為。 2)結果：藉由工具(Instrument)、某行為(Means)或外部證據(Evidence)，認知者獲得一個想法(Content)或知識(Knowledge)。 3)狀態：這個想法或知識停留在認知者的心理狀態)。 (b)記憶的回朔 1)過程：前述想法或知識形成的記憶(Memory)與認知者心理的連結斷開)。 2)結果：外部的刺激(Stimulus)使記憶與認知者心理再度連結)。 3)狀態：記憶停留在認知者的心理狀態)。

上述認知動詞的事件結構及其表達的認知歷程建構出認知動詞的概念基模，請見第i頁的圖3。而動詞詞義是概念結構的詞彙化結果，因此上述概念基模可作為以下認知動詞分類的基礎，不同類的動詞強調概念基模的不同部份，請見第i頁的圖4。

簡言之，本研究根據漢語認知動詞在實際語料呈現的語意、語法特點，建構認知動詞的概念基模，呈現人類認知歷程的連續階段性。此概念基模更表現了理解認知動詞的背景知識(Fillmore and Atkins 1992)以及認知動詞之間的關連性。本研究並提供了分析及表達動詞語意的研究方法。

This study investigated Mandarin cognition verbs from the perspective of Frame Semantics (Fillmore and Atkins 1992) and proposed a domain-specific conceptual schema for relating all different types of cognition verbs. A considerable number of studies have been dedicated to the unique behavior of cognitive or mental verbs in general (e.g. Traugott and Dasher 1987; Croft 1991, 1993; Goddard and Wierzbicka 2002; Liu 2002; Wu 2005, 2006; Blanco-Carrion 2006). However, little has been said about the syntactic and semantic diversity of this class of verbs as they encode various facets of the complex process of human cognition. This study aims to provide a detailed analysis of the lexical distinctions encoded in Mandarin cognition verbs as evidenced in their syntax-to-semantics correlations.

As shown below, cognition verbs may encode different event types: (1)Event Types Encoded by Cognition Verbs (a)Activity:他正在 想/考慮/研究/回想 這個問題。 ta zhengzai xiang/kaolu/analyze/huixiang zhe-ge wenti ‘He is thinking about/considering/analyzing/recalling this problem.’ (b)Achievement:他 想/想出/發現/想到 了一個辦法。 ta xiang/xiang-chu /faxian/xiang-dao le yi-ge banfa ‘He thought out/found/remembered one solution.’ (c)State: 他 想/認為/知道/記得 這是個好辦法。 ta xiang/renwei/zhidao/zide zhe shi ge hao banfa ‘He thinks/considers/knows/remembers that it’s a good way.’

The three event types actually mark different but consecutive stages of the human cognizing process:

(2)Human Cognition Stages (a)Thought Creation: 1)Process: a Cognizer with an initial mental state undergoes a process of cogitation on a Topic. 2)Resultative State: with the input of external Evidence, a new state with a mental Content appears. 3)Homogeneous State: the mental Content stays in the Cognizer’s mind. (b)Information Retrieval 1)Process: a Memory formed by the existed mental Content gets disconnected from the mind. 2)Resultative State: due to an external Stimulus, the link is re-connected again. 3)Homogeneous State: the Memory, stays in the Cognizer’s mind.

The process can be schematically represented as a schema with the essential frame elements. For details, please see (3) on p. iv. The conceptual schema in question captures the stage-by-stage process of cognition and provides a conceptual link for the different cognition frames, as illustrated by (4) on p. v.

In sum, by postulating a domain-specific conceptual schema, this study is able to provide a systematic and well-motivated account for the distinction of individual frames and their interrelationships. Cognition frames with different event types are plotted into the schema as different stages of the cognizing process, based on their grammatical and collocational properties. The study ultimately provides a framework in analyzing and representing verbal semantics.