Module Fourteen RESULTATIVE VERBS Resultative verbs (RVs) are compound verbs. For example, tingjian WiJL consists of two verbs: ting Wy + Jian Jl ‘to perceive by listening’ formed as follows: - + Verb 2 = RV ding Wi + Jian = dingsian EL ‘to listen’ *to see, perceive’ ‘hear’ form of an RV is formed by the insertion of de {$ ‘obtain’ or bib ‘noe vetueen™thentuonverbs. The de # meanc ‘to be able,’ and applies to the positive form. The bu A means ‘to be unable,’ and applies to the negative form. For the negative form of an actual RV, the negative marker méiCydu) jC #) is placed before the RV. ACTUAL RVs Positive Negative tingsian WF IL néiCydu) tingsian BC A) WED ‘hear’ “did not hear’ POTENTIAL RVs Positive Negative tingdesian Wee IL tingbusian MFA IL “be able to hear’ ‘be unable to hear’ ta-1In both positive and negative potential RVs, the marker le To indicates a change of state () US tingdeytdn te, RwGLT. ‘I can hear it now.’ (I could not before.) (2) ue tingbusian te. RURAL. ‘I can no longer hear it,’ CI heard it before.) ve actual RV, le J emphasizes the completion of any leo) W6 tingJidn le nf shud de hua. BM WT PRE RY I ‘I heard what you said.’ “signifies compietedmactiony A eget neteerie! ey only expresses an action that has never taken place, Therefore, (4) is unacceptable. (4) NOT? * WO méi tingJidn le ni shud de hud. BME MT eR sentence refers to the agent’s ability to initiate the action. For example: (5) We tingdesian ni ohud de hua. q BOTS WL RN it. ‘I can hear what you say,’ (6) WO néng tingjian ni’ shud de nud, BET WRB is ‘I can hear what you say.’ The picture below can be described either with an RV or with the auxiliary verb néng #E.(ad T@ shudebiveni hud 141 le. AeA WH BT ‘He cannot Cit’s not possible to) speak any more.” (7b) 1a ed yiigashet hua le. 4 HE BT “He can no longer speak.” Neng #E expresses the permissibility of initiating an action, as in (8a), The potential form of a RV cannot be used as (8b (Ba) Ni’ bi néng cha guét PRA He tt ‘You cannot go abroad!’ (8b) NOT * Ni chibude qué! * RARE Wermayetransport.the object-of an RV-to-the initial position ofa — “sentence, as in (9): @ Ni shud de hud, wd tingyin te. RRNA, RT WT. “I heard what you said.” ‘There are many types of RVs in Mandarin Chinese, Some can take a wide array of verbs as their first member, while others can only combine with a limited number of verbs and must be learned as individual lexicon items, UNIT I: RVS OF GOAL, DEGREE, AND/OR ACHIEVEMENT We have grouped the following RVs together because the second element of the RV clarifies the goal, degree, and/or achievement described by the first element, The following are some examples of this type of RV: 1, RVs of goal, degree, and/or achievement with -ddo #] ‘reach, arrive, succeed, attain’: mai-dao Kal "buy-succeed’ = ‘bought’ zhdo-ddo RAY "find-succeed’ = ‘succeed in finding’ zud-ddo ‘BI “do-reach’ = ‘work to’ zdu-ddo sE B] ‘walk-reach’ = ‘walk to” 14-3 eee.shud-dao eB) 'speak~reach’ ‘speak to” xidng-ddo ALB) ‘think-reach’ = ‘think of” kan-ddo HB) ‘read-reach’ EXAMPLES: (1) Speaker A: Ni zh&odeddo zhdobuddo ws de yénjing(r)? A EB] AR BY BE NY BE CLD? ‘Can you find my eyeglasses’ Speaker Bi Ni 2ij¥ déu zhdobuddo, wo 2énme néng zhdodeddo? PRE LAIR ARB, BEL BEB)? ‘How can I find them, if you cannot find them yourself?” Speaker Az WS xidngddole yi ge ni xisngbuddo de banta. BRET TARA BD DE ‘I thought of a method that you could not possibly imagine.’ Speaker B: Ni’ néng xiangddo de banfa, shéi dou xidngdeda PR RE ALBIN HE AB AS. "The method you thought up, anyone could have thought of.’ Speaker Az Zhéi bén shi, ni kanddo di Jit’ yé 1e ma? AB, WABI AMT ye ‘Have you read up to page nine of this book?’ Speaker B: Wo hai méikanddo di jit yé ne. REA BGH WE. ‘I am not on page nine yet.’ RVs of goal, degree, and/or achievement with -wén 3 ‘finish, complete, end’: chivan ard ‘eat-finish’ ‘finish eating’ changwén WEE “sing-finish’ finish singing kdnuan BE ‘read-finish’ ‘finish reading’ xiduin = 9 ‘write-finish’ = ‘finish writing’ yengwén = USE “use-finish’ ‘finish using’ zuduan Ws tee “do-finish’ ‘finish doing’EXAMPLES? (4) Speaker At Zhéime dud de gongk8, Jintian zuddeudn mar RLSWHR, CREME? “Can you finish all this homework today Speaker Bi Jintian zudbuwdn, mingtian yéxi néng zudwan, FRURG, WRU BE » ‘We cannot finish it todays maybe we can finish it by tomorrow.’ (5) Speaker A: Ni fdmi géi nf zhéime dud qian, ni yéngdewan ma? PRL EE URI 2. Bi PRIA ER ES 2 ‘Your parents gave you a great deal of moneys can you spend it 11?" Speaker B: Wé yiJing yéngwénie. RESM ST. "I have already spent it oll.’ BVe of gool, degree, and/or achievement vith -zhd 1 fy ‘hold on’? ?) zhan-zhi BEE "stand etitl’ ting-zni EEE “etop’ zhud-zhd RAE = arab onto” EXAMPLES? (6) Speaker A: Ni gudndezhi ni de hdizi wa? RAE TE PRN AF OS 2 “Can you control your kids?’ 14-5Speaker Bt Tdmen xiéo de shihou gudndezhi, xianz, gudnbuzhi le. HAT RS RAPE. SLES ATE T ‘When they were little I could control them, but not now.’ (7) Speaker Az 2néi ge xido ni h nai zhi hidie? RD MAF »_ WAS HE IN ARE AB AM? ‘Will this little girl be able to catch the butterfly?” Speaker B: WO xidng ta zhuabuzhi. Be I ARE ‘I do not think she can, i, zhuddeznir znuabuzhil RVs of goal, degree, and/or achievement with ‘eatisfaction, completion’: zud-hdo Tea ‘do-complete task’ = ‘complete the task of doing’ tian-hdo at “fill out-complete task’ = ‘complete the task of filling out” xué-hdo 3B‘ learn-satisfaction task’ = ‘mastered the task” _vipdi-ndo... Bee Prepare=comprete=task’ "= "welt prepared’ tate MEE’ tv-compretesoatistaction‘=m=tixed: ghangliang-néo” WYRE ~discuss-satisfaction” = "reach an agreement” EXAMPLES: (8) Speaker 2h8i ge gdngzud ean tian zuddendo zudbundo' RPL EE HF A? “Can you finish this Job within three days?’ 14-6Speaker Bz san tidn ou nee SRM ARIE HRA wae ‘No, I cannot finish it within three days. Tt requires five days,’ née, dei wil tian cai néng zi (9) Speaker At Ming tian kdoshi, gingké aéu yibéingo te ma? RAIN, DT BG HET myo “Are you ready for your test tomorrow?’ Speaker Bz Hei m8i yubeihde ne, BRS RE. “No, not yet. RVs of goal, degree, and/or MMevement with ~ kudismdn TR/ BE tast/olow’: Pao-kudi/min BER) a "run-fast/etow’ chivkudi/man Rae, ia “eat-fast/siow’ Shuo-kudi/man Bey a “epeak-fast/stow’ zud-kudi/man Ht ‘do-fast/slow’ XUC-/Rudi/mdn ABER Ge ‘Tearn-fast/siow’ Kdi-kudi/man FRY HS ‘drive-fast/siaw’ EXAMPLES: (10) Speaker A: wigui paodonua Péobuku SS Hei A hee ‘Con tortoises run fast? Speaker Br Wagui pdobukudi, BR ‘Tortoises cannot run tase, Speaker A: Laon’ ne? weve? “How about tigers?’ Laoni’ pdodekuai, Sve ‘Tigers can run tase,’ Speaker 14-7UNIT II: | DIRECTIONAL RVS A directional resultative verb consists of two parts, The first! Part 1s a"verb=thatvexpresses:andieplacementjntho.cecond=partvictaw moveswasvanresult of the actiony There are tuo types of directional RVet cimple-direction RVs and compound-direction RVs: I Simple-direction RVs are formed with verbs of displacement and the direction verbs -1ai 3 and -qi 2. Lai 3 signals the direction tovard the speaker and -qi signals the direction away from the speaker. These types of RVs can further be divided into three sub-types, based on the nature of the first verb in the RVs. 1/Motion verbs such as 2dusiiwaik,’ plus -14i 3% or -ad make up first type of the directional RVs, The pattern i Motion verb + ~laize = single-direction RVC ai The following are some examples of motion verbs with the directional verte -14i 3% and -al #. pdo-1di HW —‘run-come’ = “run towards the speaker’ pao-qu pu ‘run-go" = ‘run away from the speaker’ zdu-18i #29 ‘walk-come’ = ‘walk towards the speaker’ zdu-qd BIE “walk-go" = ‘walk away from the speaker’ pér1diNe MG erawi=cowe” "= ‘crawl tovards the speaker’ pa=qi CAM erawizgo", = ‘crawl avay from the speaker’ féi-ldi “KR ‘fly-come’ = ‘fly towards the speaker’ “fly-go" ‘fly away from the speaker’ romeatitellehistllSteetestmistctorsmancineese yi ani xido nigo féitdite, yi zhi xido nido mei féilai. — SUD BT + — Fr) Bs BETWR. ‘One little bird flew over here and the other one did not.”(2) NOT: * Yi ahi xido nido féidelsi teiburai? * FN ER ERR? 2. The second type of siwple-direction RV is formed with-verbs———~ sof displacement which i such as fang ik ‘to put,’ plus -141 3 or -ad dH. The pattern ist Displacement verb + -1di3 = single-directional RV The falloving are some examples of this type of RV! mie “bring-come’=.'bring tovard the speaker’ né-qu A ‘take-go’ = “bring avay from the speaker’ séng-1éi 898 “send-come’ = “send tovard the speaker’ séng-ai BA ‘send~go’ = ‘send vay from the speaker’ ban-1di 9 ‘move-come’ = ‘move toward the speaker’ ban-ai ESE “wove-go’ = “move ovay from the speaker” _ilbeeicicen annette (3) Speaker At Néi ge déngxi ni nddeidi nébuidi? BYR GRR BREA R? "Can you bring that thing over here?” i Nédeldi. RK. Yes, I can bring it over.* Speaker Uhen a specific place word is used as the direct object of the verb, the RV must be split and the locational object must be placed between the two verbs, Sentence (4) illustrates this: ay Bd néi ge xidngzi sdngdéo ta Jid ad UAB FHF BI th "Send that suitcase to his house.” Not split, as in (4a), the sentence is grammatically incorrect. 14-93 (4a) NOT: * Ba néi ge xidnazi cong ad déo té Ji = LAB FB Bt The third type of simple-direction RV is formed with directional verbs (such as shang ‘ascend,’ xia ¥ ‘geecend") and 141 9 or al de. The pattern ier Directional verb “al & A. 716i 9 ‘come’ shng-10i ‘ascent-up-come’ EX xid-1éi — "descend-down-come” FR Jjin-1éi‘enter-in-come’ ER chi-lai —’exit-out-come’ ‘rise-up-come’ B. -qi 2% ‘go’ . shang-qi ‘ascend-down-go’ Le xid-qu “descend-down-go" FE Jin-qii — ‘enter-in-go’ a ehd-qi, “exit-out-go" Hh hui-qu‘return-back-go’ cr quo-qi —“eross=aversgo" 14-10 + -1ai 3% = simple-directional RV = ‘come up-towards the speaker’ “come dawn-towards the speaker’ = ‘enter-towards the speaker’ = ‘exit-out-towards the speaker’ ‘setbring-uppick up! = ‘return towards the speaker” = ‘come over towards the speaker’ = ‘go up-away from the speaker” = ‘down-away from the speaker” = ‘enter-away from the speaker’ = ‘exit-away from the speaker’ = ‘return away from the speaker’ = ‘go over-auay from” ““theyspeaker®mode... For-exanp! (S) Speaker A: Shan zhéime gao, ni shangdeqi: shangbugu? WHA, REG HL RIE? ‘The mountain is very high, can you climb 149" Speaker Bz Wd zuctian yiJing shangaule. RUREBLET ‘I already climbed it yesterday.” When the first directional verb indicates a place between the tvo directional verbs e Ue yao hufyidad REMRE. “I want to go home,” compound-directional verb ie formed with a directional verb and -1di 3 or ~al Hy The following is a list of compound-directional verbs? A, Compound-directional verbs -shangléi ‘ascend-up-come” ‘come up-towards the ae epeaker” exiaiéi —‘deecend-doun-come’ = “doun-tovards the speaker” BK sine ‘enter-in-come’ = ‘enter-towards the speaker’ we ~chulai "exit-out-come’ = ‘exit, go out-towards the Hak opeaker” 1-11 eee-qitai "rise-up-come’ ‘bring up, pick up’ BH -huilai ‘return-back-come’ = ‘return tovards the Wk speaker’ -gudlai—‘cross-over-come’ = ‘come over towards the bak speaker’ -shangqi —‘ascend-down-go" = ‘go up-oway from the bk speaker’ -xiaqu ‘descend-down-go" "go down-avay from the FE speaker” -sinad *enter-in-go’ “enter-away from the he speaker’ ~chiqu “exit-out-go" ‘exit-avay from the we speaker ~hufqu ‘return-back-go’ = ‘return away from the wa speaker’ -quoail “cross-over-go" = ‘go over-away from the speaker’ conbine witha compound=directionatverbysThe pattern ist Motion verb + compound-directional verb = compound-direction RV The following are some examples of this type of RV? zdu-shdénglét “walk-up’ (toward the speaker) 3B | péo-xiagu ‘run-down’ (away from the speaker) BaF a tido-guoldi ‘jump-over’ (toward the speaker) Beit ; zhan-qilai ‘stand-up’ A ban-Jjinlai ‘move-in’ Ctoward the speaker) BE UE 3 na-chiiqi take-out’ Caway from the speaker) awe fang-xidldi “put-down” HER kai-huiau *drive-back’ (to the original place) | FAME 14-12 POJitenaiai "squeeze-out’ Bae Here are some examples? (1 Speaker Ai Néi 1idng ge rén huddegudgd hudbugudgd? IRB} ARIA AM AIT? vee “WEIL those two People be able to row over there?’ : Tdmen zénme néng huddegudqd? RATT 5 BEB et Se? ‘How can they row over there?’ Speaker (8) Speaker + Ta Jidechiidi sibucndidi nsindi2 4 SE AB Ie iE ZR 2 AE os 2 "Can he squeeze the milk out?’ Speaker B: Néi shi yi tido gong niu, zénme néng Jichi lai niandi? TBE — SANE, ORD He EHH RAE 5 2 ‘How can he get milk out of an ox?’ asxiSna qe tomtninky’y The following are some examples of this type of RV: shué-xiaqi “speak-continue’ ‘keep talking’ MEA 1d-13kan-xidqi ‘read-continue’ = ‘keep reading’ BFE 2ud-xidgi “do-continue’ Fe/ BR huo-xidqd ‘live-continue’ = ‘go on living’ ERE ting-xiaqd ‘listen-continue’ = ‘keep listening’ WEP a "keep doing’ Here are some examples: (8) Ydosni ni” kdnbuddng, Jid bid 241 kanxiagi Ie. RERBA, RO GRERT - ‘If you do not understand it, then don’t continue reading it.’ (9) Bie shudle! Ws tingbuxidad te. MRT! RMRAREET. ‘Don’t talk anymore! I cannot continue listening,’ When a verb of motion has @ place word as its object in a compound-directional verb, the compound-directional verb must split and the locational object must be placed between the two ! directional verbs, as in (9a): (ga) Ta en 0 au te. / THEE ET ‘le climbed up the wountain.” 14-14When the directional-compound is not split, as in (Sb) and (8c), the sentences are grammatically incorrect, cab) NO * T péshang qd shan te. * fh ET (8c) NOT? * Ta pa shan shang qu te. * fh EET. ct verb com There is no semantic distinction between a double-direction RV when it remains intact, as in (10a), or when the directional-compound is split by the direct object, as in (10b). (10a) Ta né jin 1éi le yf he téng. thRERT — Me. ‘He brought in a box of candy, cob) Té né jin yi he téng tai ie. {h@k-RMRT. ‘He brought in a box of candy.’ od foore-bie A. For example, the verb mdi R ‘to buy’ and the ending -ai #8 ‘afford to, enough money’ can only be used in a potential form, as in (1), The combinations -mdigi i and wadigh 1e Rey are unacceptable forms. (1) Speaker Az AES dibuai néi ge qicne? PRR ARRIBA AE? ‘Can you afford to buy that car?’ Speaker B: WS maibugi, késhi wd tditai maideas, RRA, TRRAARUE. “I cannot afford it, but my wife can.” 14-15The following are exawples of this type af RV: nai td “to afford’ méi-de-qi—“buy-can-af ford’ = ‘can afford to buy’ xe méi-bu-qi “buy-cannot afford’ = “cannot afford to buy’ RAB zhi-de-qi' “live-can-afford’ = ‘can afford to live’ ae zhi-bu-qi ‘1ive-cannot-afford’ = ‘cannot afford to ERE live’ chudn-de-qi ‘wear-can-afford’ = ‘can afford to wear’ sam chuan-bu-qi' "wear-can-afford’ = ‘cannot afford to wear’ “eat-can-afford’ = ‘can afford to eat’ chi-bu-qi ‘eat-cannot-afford’ = ‘cannot afford to eat’ We RE The following two usages of -ai #@ are idiomatic expressions? kan-de-ai "see-can-afford’ = ‘can afford to sees aie have regard for (someone)’ kan-bu-qi ‘see~cannot-afford’ = ‘cannot afford to ARB see} have no regard for (someane)’ aui=de-qi —‘face-can-afford’ = ‘not let someone downs ae treat someone fairly’ dui-bu-qi ‘face-can-efford’ = “I am sorry} Pardon mes RE Excuse me.’ Here are some examples: / (1) Speaker : 1a z2énme néng chudndeiat néime gui de yitu? fib 2, WEEP AS 82 AB 2, BE AY AIR? ‘How can she afford to wear such expensive clothing?’ 14-16Speaker B: (2) Speaker Az Speaker B: (3) Speaker Az Speaker Bi (4) Speaker A: Speaker Bt (5) Speaker At Speaker B? Tamen Jia nén youqidn. WIR RAB. ‘Their family is very rich,’ Ni bd yinggdi kanbugi biérén, PRA BATA. "You should not look down upon other people.” We céngidi meiyou kanbuqi guo rén, BRURRARABE A. ‘I've never look down upon people.’ Ta aing nf chi wéntan, viding shi nen kandeqi ni’. ‘ Tih 15 PR Mes We 1k | — EH AR AR ‘He must think highly of you to invite you to dinner.’ Yexit. wit. May be. Zudtidn v5 chénari, ni véishénme bu song wé huér, sdng we shutgue? WEA BAH, OR LAB RIEL BRAT "Yesterday was my birthday, Why didn’t you send me flowers instead of sending me fruit?” Duibual, Us yivei chufgué kéyi chis hua yéu shénme ydng? ARE. RAM Es EAE A? ‘I am sorry. I thought that you can eat the fru what’s the use of flowers?’ = Duibuai, ging ni rang wd gudqd. HAR, WLR. ‘Excuse me, please let we go through,’ Duibugt, ni shud shénme? HAR, MBL? ‘Pardon me, what did you say?” 14-172. aud Sat ppumyetponnsstt vi-do-gud ‘conpore-can-curpass’ = ‘better than’ Heit bi-bu-guo =‘ compare~cannot-surpass’ = ‘not as good as’ ARE *eat-can-surpass’ = ‘can out-eat’ *eat-cannot-surpass” ‘cannot out-eat’ da-de-gud —‘ fight-can-surpass’ = ‘can out-fight’ da-bu-gud —“ fight-can-surpass’ = ‘cannot out-fight’ ane shud-de-gud ‘talk-can-surpass’ Bee it “can out-talk’ “talk-cannot-surpass’ = ‘cannot out-talk’ BA Here are some examples? (1) Speaker At Ni bidegud ta ma? PR Ee fo ist mS? ‘Can you be compared to him?’ Speaker Bz Zi ndi yi fangmidn? ARH TH? "In what respect?’ Speaker Az Hejid. 3a ‘drink wine Speaker B: Né Jil, wo’ bibugud ta. Ta nén néng né sid. WG AS, De bE Act tle. Ath A wm I. “1 cannot out-do him when it comes to drinking. He can drink a lot, 3. pL FP e Hintenseposenmne: YY chi-de-1id0 ‘eat-can-finion’ "tT chi-bu-1i8o0 ‘eat-cannot-finish’ = ‘cannot finish eating” AT zud-de-1i80 ‘do-can-finioh’ Wy tePE TY ‘do-can-possible’ ‘ean finish eating’ “can finish di “able to do’ 14-18i. zué-bu-1ido ‘do-cannot-finish’ ‘cannot finish doing’ Wh PART “do-cannot-possibie’ = ‘impossible to do’ 180 ‘change-can-possible’ = ‘able to change’ % 4 ‘change-can-possible’ = ‘impossible to change \ Here are some examples: (2) NI 2ud 1e 2néime dud cdi, ud zénne chiderido? RUT RLSM, RBLMBT? ‘You made so much food, how can I eat it a11?’ (2) 1é de hudi xiguan yongyudn ye gdibuli&e ie. Th SFE FI Bk i WRATT - ‘He will never be able to correct hie bad habits.’ cddng to move’ Hf, na-de-ddng ‘carry~can-move’ = ‘can carry’ (not heavy) aaa na-bu-ddng ‘carry-cannot-move’= ‘cannot carry’ (too heavy) aKa tui-de-déng ‘push-can-move’ — =’ éabe™pushed “(not heavy) tui-bu-ddng ‘push-can-move’ = ‘cannot push’ (too heavy) yéo-de-ddng ‘bite-can-move’ We a ydo-bu-ddng “bite-cannot-move’ = ‘cannot chew C400 tough)... WRI ‘ean chew” Cnot tough) Here some examples: (1) Zhéi_ge gid zhéime da, ta tuldeding tuibudcna? PRA, fh HE Bh RB? ‘This ball is so big, can he push it?’ e. @® so (2) 2hei kudi nidirdu tai 180, we y&obudéng. BRENKE, RAB. ¥ “The piece of beef was not tender enough, I cannot chew dite 14-19UNIT Iv RVS IN FIXED COMBINATIONS In contrast to the RVs introduced in previous units, Werelwer é #, ond This group of RVs must be studied as individual lexicon items. & ‘master (the skill)’ xué-hui 44 ‘learn-master’ = ‘mastered a skill’ Example? Speaker NY xidng wh xuédenui xuébunul Yingwen? PRA DAP HH Se AR Ge HED “Do you think I can learn English?’ Speaker Bz Ydoshi niv ydnggong, yiding xuédenut. RRKAD, —ERRR. “If you study hard, you certainly learn it.” ~déng fi “understand” ting-dong Wri ‘listen-understand’ = ‘can understand what is being said’ kan-dong @fW@ ‘read-understand’ = ‘con understand what is being read’ EXAMPLE? Speaker At Ni tingdeddng tingbudéng Zhéngguo hua? Pa Or 4 Aa Wr AO EH 2 “Can you understand Chinese?” Speaker Bt WS néng tingdéng yididr, késni chdngchéng ting cud le. REKA—-LUL, WARM T “I can understand a littie, but I often misinterpret ‘perceive’ “listen-perceive ‘run into-perceive’ aaEXAMPLES? (1) Speaker At Speaker Bt (2) Speaker A: Speaker Bt Speaker Az Speaker Néi ge shanshdng you yi ge rén, ni kandejian ma? Web bA- DA, PRA LG? ‘There is a person on that mountain, can you see hing? Wd kanbusian, wo de ydnjing bi tai nao. RHA, RMMBAP. “No, I cannot see him because I have poor vision.’ WO shud de hud nif tingsiadnte ma? RM MT? “Did you hear what I just said?” WS tingJidnie, késhi mei ting RL, DRAMAS. ‘IT heard it all right, but I did not hear it clearly.” gchu. atisfy Cappetite)” 2ai chi yididrt FE — RL! ‘Have some more!’ WO chibuxid 1e, We chibsole, BRIGAFY. hewy. ‘No, I cannot eat any more, I em full.’ -aur 3} “correct” shud-dud ix} “opeak-correct’ = ‘speak correctly’ xig-dui = SM ‘write-correct’ ‘write correctly’ cai-dui #3} “guess-correct’ = ‘guess correctly” 2ud-dui = Hxt = ‘do-correct’ = ‘doing correctly’ EXAMPLES? > —anar ge zi, wo 180 xidbusui. BPE, REBAH "I can never this character right.’ 14-21@ NY cdidufles ué yéu san kudi atan, PHT) RAKE. “You guessed it right; I have three dollars.” cud $F ‘incorrect, wrong’ Cactual form only) shuo-cud i} ‘speak-wrong’ = ‘said wrong’ xig-eud ‘GH ‘urite-wrong’ = ‘wrote wrong’ cdi-cud 3#3% ‘guess-wrong’ = ‘guess wrong’ zud-cud tH" do-vrong’ = ‘doing wrong’ EXAMPLE? Speaker At andi ge zi, ni xiécud le. RDS, KERT. "You wrote this character wrong.’ Speaker Bt Dufbuat. ARE. “I am sorry.’ ‘clearly’ kan-qingehu bd *see-clearly’ ting-qingchu Wei#s —“1isten-clearly’ shud-qingchu iH =“ speak-clearly” xidng-qingchu MUR3® — ‘think-clearly’ % xié-qingchu ‘]i#38 —“write-clearly’ ’ EXAMPLES! wo Qing nf bé zi xigqingchu yiaidrs iA RTE FB HIE — RULE “Please write the characters clearly!’ @ Ni yinggat b& shiqing xignagingehu te yihou 2ai shud. PR BZ iH JE BE A RUA 38 TDs. ‘You should think the matter clearly before you say it. -ganjing PF ‘clean’ xivaanjing BFR ‘vash-clean’ EXAMPLE? Speaker At Zhai ge héizi de 1idn hm 2dng, ni xidng +2 : xideganJing xibuganJing? RAPE F AR DE. UR Be A EP ARE IP? 14-228 ‘This child’s face is very dirty. De you think he can wash it clean?’ Speaker B? Wé xiang t4 xidegdnJing. RAL ET ‘IT think he can wash it clean,’ a -xia F “have roow to Coving to amount of space)’ zué-xid BF ’eit-enough room’ = ‘have enough room to sit’ zhu-xid {EF ‘live-enough room’ = ‘have enough room to live’ chi-xid EF ‘eat-enough room’ = ‘have room to eat’ fang-xid JF ‘put-enough room’ = ‘have space to put’ EXAMPLES: a buxia 2héi ge dé xigu PRIEST WE RPA BM? "Can you eat this large vatermelon?’ wm Zhei Jidn wdzi zhddexiad duéshSo rén? ABP EG ES DA? ‘How many people can live in this room? cw @ndi lidng ché gusdexia jill ge rén, REA EEA. ‘Nine people can set in this car.” we a ‘down’ Cactual form only) zud-xia BAK sit down’ fang-xie HF "put down’ 14-2310. EXAMPLE! Speaker At B& néi ge déngxi fangxia TEAR 4 VEIT “Put that thing down!” Speaker Bt Hao, w0 fangxia. we, RE. "Ok, I will put it down,” ca) shang ‘attain’ kao-shang ‘examine-attain’ = ‘passed an examination and admitted to a school’ and-ondng ABI “riverottein’ = ‘be able to live at a better place’ EXAMPLE? Speaker At Ni xidng tA Jinnidn k&odeshdng kdobushang daxue? PRB 4 3 HS HF HARE KF? "Do you think he can pass the entrance exemination and bo admitted to the college this year?” Speaker B: Ta shi yi ge hdo xuésheng, wi xing ta kdodeshang HI TRE, BR ‘He is a good student, I think he can pass the examination and be admitted to the college.’ Bw i ih ~shang "up, on’ quan-shang 3_E ‘close-up’ ‘close (doors, windows)” qua-chang 3. ‘hang-up’ = ‘hang up (pictures, flowers)’ chudn-shang #8 ‘wear-on’ “put on Cclothes, shoes)’ EXAMPLE: a Tai 1éng, kudi bs chudnghu guanshang! AM, PAE BPE ‘It's too cold. Hurry up and close the windows,’ (2) Tamen shénme shihou zhishang xin fangzi 1e? AAT Ht 2, AR EE FT 7 . ‘When did they move into that new house?’ 14-24i. “FF "open, avay, separation’ , Fe Gesi-open’ = “40 opens BF’ take-away’ = ‘take away” HEFF’push-open’ = ‘push open/away’ 1i-kai WHF leave-apart’ = ‘separate’ EXAMPLE? Speaker Az Néi ge hdizi hén xiSo, 1fdekai 1fbukai miqin? BEER, WI BAIR? ‘That child is still very littic, Can he be separated from his mother?’ Speaker B: Libuka: WAT. “No, he cannot.’ 12, tami ci “hold” Ji-zho iE) ‘remember-fixed’ =o" remember’ zhan-zhb TE “stand-fixed’ “stand till’ ne-zhib BE *take-hold’ = hold on’ EXAMPLE? Speaker At Léoshi shué de hua, ni sideznd Jibuznd? SWIG, Pi EAE? ‘Can you remember what the teacher said?’ Speaker Bt Youde jidezhi, yéude jibuzhii. AMIE, AMIGA. ‘Some things I can remmber and some things I cannot.” UNIT Vi RVS IN FIGURATIVE EXPRESSIONS In some RVs, the second verb (such as -s{ JE ‘dead’) can be used literally as well as figuratively, When this type of RV is used in its literal sense, it can be used in both the actual mode and the potential mode, as in (1). 14-25(1) Speaker A? Nei ge ren sén tidn met chi fan, ni xidng ta édosi ébuct? BEAZ=RBGIR. MBL GI ARAT 2 ‘That person has not eaten for three days. Do you think he will die from starvation?’ Vex edesi ysxii Sbu TUPI PFE th PIRATE. ‘He way or may not die from starvation.’ Speaker However, when this type of RV is used figuratively, it can only be used in @ positive, actual form, as in (2% Zhéi ji tian bd wi méngsite. ILA RICH T - ‘I’ve been worked to death these past feu days.” Following are some RVs most often used figuratively, 3 = ‘dead, extremely, terribly’ BtRE expensive-dead’ = ‘so expensive it would put one in the grave’ HOFE “busy-dead’ = ‘vorked to death’ HE tire-dead’ ‘dead tired’ {RIE “hungry-dead’ = ‘“starving to death’ RFE" \augh-dead’ = ‘die laughing’ Poor-dead” ‘dead broke’ x scare to death EXAMPLE: —-Néi ge didnying(r) zhén képd, b& wi xidsite. ABS MC JL) MT, RET "That movie was very scary, It frightened me to death.’ 2. -hudi YR ‘bad, badly, terribly’ xid-hudl FER “scared badly’ ‘terrified’ idi-nuds —-YEYF “tired - terribly’ = ‘dog-tired’ é-hudi TREE “hungry - badly’ = ‘starving’ f Té-hudi ARP " Joy-badly = ‘wild with joy’ ai-huai UR ‘anger-badly” = ‘very angry” 14-26EXAMPLE: — Jintian wé zué 1e zhéime duo shi, zhén ba ud léihudile. SREMRT ELS, VORB T ‘I did so much work today that it has made me terribly tired.’ 3. ~bidn fa flat’ yizbidn. HEIR ‘pross-tot" = ‘flattened’ Ji bian ilietequecze-flat” — se"equeezed f10t EXAMPLE: Gonggcng qiche shdng ndme dud ren kudi ydo ba’ wo jibidniet BHRAEEMLAS ABE RH hs T “There were 80 many people on the bus that I was almost squished flat!’ qi-féng = ‘so angry became crazy” qiong-féng $F #(" "Poor Cpoverty-stricken)-crazy’ = ‘crazed with poverty’ xidng-féng ARGH TNK= crazy” = ‘drive to distraction’ EXAMPLE: Zhéi ge rén zhén gidngténgle, shenme dongxi dou yao. UPARRAT, 2 GBR. ‘This person is crazed with poverty and will take anything. 14-27