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本研究探討漢語母子對話中，兒童使用情態動詞(modal verb)「會」的類別、人稱主詞及語用功能。受試者分成第一組(平均兩歲十一個月)與第二組(平均四歲十個月)。研究結果發現認知(epistemic)情態動詞的「會」比動力(dynamic)情態動詞的「會」晚習得，而義務(deontic)情態動詞的「會」則很少出現。其指出不同的習得順序與認知發展有關，即認知上易理解的概念比認知上較不易理解的早習得。在情態動詞「會」的人稱主詞上，兒童在動力和義務情態動詞「會」主要是使用第一人稱當主詞，然而兒童傾向使用第三人稱當認知情態動詞「會」的主詞。而兒童很少使用第二人稱當情態動詞「會」的主詞。情態動詞「會」語句的語用功能方面，動力情態動詞「會」語句包含請求、拒絕、描述、誇耀；義務情態動詞「會」語句只發現承諾的功能；而認知情態動詞「會」語句有爭辯、疑惑、推論的功能。研究結果顯示兒童能掌握情態動詞「會」語句不同的語用功能。 / This study examined Mandarin-speaking children’s different types, person subjects, and pragmatic functions of the modal hui utterances in mother-child conversations. Children were divided into Group I (mean age= 2;11) and Group II (mean age= 4;10). The results showed that the epistemic modal hui was acquired relatively late, compared with the dynamic modal hui. The deontic modal hui was a marginal use. It suggests that the different acquisition order seems to involve cognitive development, which means that the cognitively accessible concept may be acquired earlier than the less cognitively accessible one. As for the person subjects of the modal hui, children mainly used the dynamic and deontic modal hui with the first person subject; however, they tended to use the epistemic modal hui with the third person subject. Children rarely used the modal hui with the second person subject. With regard to the pragmatic functions of the modal hui utterances, it was found that the functions of the dynamic hui utterances included request, refusal, reporting, and boasting. In the deontic hui utterances, only the function of promise was found. The epistemic hui utterances served the functions of argument, puzzlement, and reasoning. The results suggest that children are sensitive to the pragmatic functional aspects of the modal hui utterances.

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本文以客語移除類動詞為研究對象探索語意和形式的關係。動詞的語義透過詞彙分解化、概念結構、詞彙化、框架語義和顯像等機制帶出。後以Goldberg (1995, 2006)的構式理論為基礎，運用Iwata (2005a, b)建議的修正模式，對動詞和結構之間的整合，提出更精細、更詳盡的解釋。根據前述方法，我們初步將移除類動詞分為六個次分類，並呈現出他們在結構上被顯像的論元。最後帶入Iwata提出的模組，分析各次分類動詞和不同句子結構的結合情形和其後的語義表現。 / This paper aims to explore verbs of removal in Hakka with respect to the relationship between form and meaning. Following the constructional approach in the shape of Goldberg (1995, 2006) and Iwata (2005a, b), we display a finer mechanism for the integration of verbal meanings and constructions. Verbal meanings, L-meanings (Lexical Head Level Meaning), are carried out through the following concepts: decomposition, conceptual structure, conflation, frame, profiling. Constructional meanings or P-meanings (Phrasal Level Meaning), variants of L-meanings, are manifested by different constructions. In our preliminary analysis, we display six tentative subclasses of verbs of removal in Hakka, depending on their different lexicalized meanings. We also present the different roles they profile in phrasal expressions. Last, we demonstrate the integration of the verbal meaning and several constructions (e.g., BUN construction and LAU construction).