No description available.

No description available.

本論文是以Kellerman (1978) 的U型學習理論為基礎做擴大研究。本篇論文旨在探討英文程度不同的中文為母語之人士，在學習非賓格不及物動詞時是否也會出現U型曲線，除此之外，非賓格不及物動詞與非賓格及物動詞，被動態，主詞生命度之間的互動也將做討論。 在這個研究中，我們採用語法判斷(Grammaticality judgment)來測試受測者對於非賓格不及物動詞的理解和中英轉譯(Chinese to English translation)來測試受測者對於主詞生命度和主被動態之間的影響。此研究共有123位受測者，他們根據學習英文的長短被分為四個組別，分別是低、低中、中、與中高程度。 此研究可歸納為以下結論。(1) 不同英文程度的中文為母語之人士，在學習英文非賓格不及物動詞時也會出現U型曲線。此即意味著U型曲線不僅僅出現在母語為荷蘭語學習非賓格及物動詞Break的學習上，更可擴大到母語為中文學習非賓格不及物動詞上。(2) 中文為母語之人士無法正確使用非賓格及物動詞，並且會把非賓格及物動詞當作非賓格不及物動詞。(3) 在學習非賓格不及物動詞中，主詞生命度確實會影響學習者使用主被動態之不同。當主詞有生命時，句子傾向使用主動態，當主詞是無生命時，句子傾向使用被動態。 / The study is based on Kellerman’s (1978) U-shaped leaning on break to do further study. The study aims to examine if the learning of non-alternating unaccsatives for L2 Chinese learners of English with different proficiency presents a U-shaped curve. In addition, the interactions among alternating unaccusatives, non-alternating unaccusatives, passives and animacy effect are discussed as well. In the study, we use grammaticality judgment task to test participants’ understanding of non-alternating unaccusatives, and adopt Chinese to English translation task to test animacy effect in non-alternating unaccusatives. 123 participants involve the experiment of the study. Among these participants, they are classified as four groups, low, low-intermediate, intermediate, and high-intermediate, according to how long they studied English. The results of the study are summarized as follows. (1) There is a U-shaped curve in learning of non-alternating unaccusatives for L2 Chinese speakers learning English. It suggested that U-shaped learning is not only in alternating unaccusatives break in L1 Dutch but also in non-alternating unaccusatives in L1 Chinese. (2) For L2 learners, they are unable to use alternating unaccusatives correctly and tend to view alternating unaccusatives as non-alternating ones. (3) Animacy effect does influence the choices of voice forms. The study showed that participants tend to use active voice while the subject is animate and prefer to use passive voice while the subject is inanimate.

本文提出以規則法與相似法將未知動詞自動分類至中研院詞庫小組(1993)的動詞分類標記上。規則法中的規則從訓練語料中訓練出，並加上未知動詞重疊的規律，包含率約二成五，正確率約86.86%∼91.32%。規則法的優點在於正確率高，但缺點在於可以處理的未知動詞數量太少。相似法利用與未知動詞的相似例子猜測未知動詞的可能分類，利用詞彙內部的訊息---詞基的詞類、語意類與詞彙結構來計算相似度。相似法的可以全面性的處理未知動詞，缺點容易受到訓練語料中標記錯誤的例子誤導與訓練語料的大小所影響。我們結合規則法與相似法預測未知動詞分類的正確率為72%。 / We present two methods to classify the Chinese unknown verbs. First, we summarize some linguistic rules and morphological patterns from corpus. The accuracy of the rule-based method is 86.86%~91.32%. Second, we use the instance-based categorization to classify the Chinese unknown words. The accuracy of the instance-based method is 67.86%~70.92% and the accuracy of the integrated classifier is about 72%.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22518号 / 人博第921号 / 新制||人||220(附属図書館) / 2019||人博||921(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 河﨑 靖, 教授 服部 文昭, 准教授 西脇 麻衣子, 教授 三谷 惠子 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22537号 / 人博第940号 / 新制||人||224(附属図書館) / 2019||人博||940(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 藤田 耕司, 教授 河﨑 靖, 教授 山梨 正明 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

科学研究費補助金 研究種目:基盤研究(C) 課題番号:15520047 研究代表者:和田 寿弘 研究期間:2003-2005年度

This thesis combines corpus-based and contrastive approaches, seeking to provide a systematic explanation of passive construction in two typologically distinct languages, Mandarin Chinese and Bahasa Indonesia. Previous studies of bei construction and di- passive have mentioned and discussed some verbs which can or cannot be passivized; however, they have not yet provided a systematic categorization of those passivized verbs. Therefore, this thesis aims to reveal the semantic restrictions that affect the compatibility of verbs to appear in passive form. This corpus-based contrastive study also suggests similarities and differences of passives in both languages in terms of structure, meaning, and function. Analysis in this study is based on two corpora: (1) the internet posting of news articles in Bahasa Indonesia from Kompas Cyber Media between January 7-13, 2008; (2) the internet posting of news articles in Mandarin Chinese from 中國時報 ‘China Times’ between January 7-13, 2008. News articles were taken from the same or consecutive days from two main topics: international news and entertainment news. The findings in this study show that transitivity is the most prominent semantic feature of the verbal stems in order to be eligible for passivization in both languages. Bei passives are more often to co-occur with transitive verbs while di- passives can co-occur with both intransitive and transitive verbs. Regarding the relation between structure and meaning, passivization process in Mandarin Chinese only adds a causative-resultative reading and does not change the lexical meaning of the verbal stem. On the contrary, the passivization process in Bahasa Indonesia involves a complex derivation process which alters the transitivity and lexical meaning of the base verb.

本論文主要探討下列四點：「（Y wo Z）tosuru」句法結構中「tosuru」的用法、「Y」和「Z」之間的相互關係、「tosuru」所表達的多種意思以及變成「tosite」之文法化的過程。 「（Y wo Z）tosuru」的句法結構中又可分為他動詞型態「Y wo Z tosuru」以及自動詞型態「～tosuru」兩種用法。本論文亦以這兩種類型分開探討。 本論文共分五章。序章和第一章是本論文研究動機以及相關文獻探討。第二章以「Y wo Z tosuru」句法結構為主，探討其「tosuru」在表達「變化」和「認定」之間意思上的連續性、「to」所表達的意思和用法、以及「Z」所出現的名詞限制。第三章則是以「～tosuru」句法結構為主，藉由與「toiu」、「tokanngaeru」、「tosyutyousuru」、「toomou」等動詞的互換情形，以及在「tosareru」、「tosareteiru」表現的用法來探討其多義性。第四章則以機能動詞「tosuru」為主，記述其變為「tosite」之文法化的過程。第五章為結論。 本論文發現，雖然同為「Y wo Z tosuru」句法結構，但因「suru」所表達的意思不同，則「to」所表達的意思和用法、其前接名詞「Y」和「Z」的關係以及「Z」中所出現的名詞也有所不同。並且藉由與其他動詞的互換情形，區分出「（Y wo Z）tosuru」句法結構中各種意思之間不同用法的限制，及其所表達意思分布。

大多數台灣英語學習者在進入大學前已經習得相當數量的英文字彙，即便如此，他們仍然會誤用常見的搭配詞 (例如: [do/make+noun])。本論文藉用兩種語料庫 (分別為台灣英語學習者語料庫及英國國家語料庫)來分析、觀察[do+noun]和[make+noun]的異同以及英語母語人士及台灣英語學習者使用[do/make+noun]狀況。結果顯示台灣英語學習者和英語母語人士最大的不同在[make+noun]：就語意層面而言，最常被英語母語人士使用的[make+noun]為 ‘to perform, to carry out’ (例如: make a speech, make a fine judge, etc.) 而台灣英語學習者偏好 ‘to create’ (例如: make a sushi, make a robot, etc.)；就名詞特性而言，母語人士偏向使用抽象的名詞 (例如: comment, progress, etc.) 而學習者習慣使用具體的名詞 (例如: robot, sushi, etc.)。除了語料庫語料分析，本論文還透過心理語言學實驗測驗 (即圖片引述實驗－受試者描述他們不熟悉的動作) 觀察母語人士和學習者使用常見的搭配詞－[do/make+noun]－的差異。台灣英語學習者使用為數不少廣義的[do+noun] (例如：do exercise 或 do sports) 而英語母語人士傾向使用帶有具體意義的動詞 (例如:sit-up) 或搭配詞 (例如: do sit-up)。幾乎沒有母語人士使用[make+noun]而大多數學習者使用的是[make+noun]－當make做為causative的用法。根據此實驗分析，本論文提出一個模型來探討英語母語人士和英語學習者對[do/make+noun]的使用異同。 / Learners of English in Taiwan are estimated to reach a certain command of vocabulary size before they enter colleges. However, they still differ from native speakers in producing the commonly-used patterns, such as [do/make+noun]. In order to observe the similarities and differences of [do+noun] and [make+noun], as well as their uses by EFL learners, this paper inspects their senses using two types of corpus data, namely a Taiwan-based learner corpus and the British National Corpus. The results show that learners differ from native speakers mainly in their use of [make+noun]. For example, the most frequent sense used by native speakers is ‘to perform, to carry out,’ as in make a speech, make a fine judge, etc., whereas that used by Taiwanese learners is ‘to create’ as in make a sushi, make a robot, etc. With respect to the characteristic of the noun following make, native speakers tend to choose abstract nouns, such as comment, progress, etc., whereas learners prefer concrete nouns, such as robot, sushi, etc. A psycholinguistic experiment is also included in order to see whether learners use language with general meanings, such as [do/make+noun], more in describing situations unfamiliar to them. Results show that [do+noun] patterns with a more general meaning (e.g., do exercise or do sports) are more often used by the learners in our experiment while native speakers prefer language with a more precise meaning (e.g., sit-up or do sit-up). Few [make+noun] constructions are found in native speakers’ language whereas learners produce numerous [make+noun] constructions, mostly the causative uses of make.