目录 Preface 前言 Chapter 1 Overview and Background 1.1 0verview 1.2 General Review of Focus Particles and Additive Particles 1.2.1 Focus Particles and Focalization 1.2.2 Additive Particles 1.3 Theoretical Assumptions 1.3.1 Altemative Semantics 1.3.2 Tripa~ite Structures 1.3.3 Eventuality Types 1.4 Problems ofAdditive Particles in Mandarin 1.4.1 Types of Mandafin Additive Particles and Their Interaction with Focus 1.4.2 Research Issues 1.5 Structure ofthe Book Chapter 2 Additive Particle Ye:Focus,Scope and Presupposition 2.1 Introduction 2.2 Previous Studies and the Research Issues 2.2.1 Obligatory Conditions ofToo 2.2.2 TooS Contribution to the Host Sentence 2.2.3 Presupposition ofToo 2.3 Variants of Ye and Their Scope 2.3.1 Yewith aFollowingFocus 2.3.1.1 YeF as aFocus Particle 2.3.1.2 Interaction of YeF with Other Focus Particles 2.3.1.3 Obligatory and One.distinct Requirement Of YeF 2.3.2 Stressed Ye 2.3.2.1 Stressed Ye as a Scope Particle 2.3.2.2 Interaction of Stressed Ye with Other Particles 2.3.2.3 One-distinction Requirement 2.3.3 Ye with a Preceding Focus/Topic. 2.3.3.1 Pye as a Focus Particle 2.3.3.2 The Interaction ofPye and Other Particles. 2.3.3.3 One-distinction Requirement 2.3.3.4 LianYe 2.3.4 Summary 2.4 Presupposition ofYe 2.4.1 Problems ofthe Presupposition of Too 2.4.2 Solutions to the Problems in Literature 2.4.3 OurProposal 2.5 Conclusion Chapter 3 Additive Particle Hai:Scope,Focus and Presupposition 3.1 Introduction. 3.2 Literature Review. 3.2.1 Meaning Components ofStill/Noch 3.2.1.1 Temporal Still/Noch 3.2.1.2 Marginality Still/Noch 3.2.2 Main Theories conceming Still/Noch 3.2.2.1 The Unified-meaning Approach 3.2.2.2 Multiple-meaning Analysis 3.2.3 Previous Analysis of Hai 3.2.3.1 Multiple-meaning Account …… Chapter 4 Additive Particle You:Scope,Focus and Presupposition Chapter 5 System of Mandarin Additive Particles Chapter 6 Overview of the Acquisition of Additive Particles Chapter 7 Production of Mandarin Additive Particles in Child Language Chapter 8 Comprehension of Mandarin Additive Particles in Child Language Chapter 9 Conclusions and Outlook Appendices References
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