國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：台灣高中生英文寫作中連接詞使用之研究 指導教授：尤雪瑛博士 研究生：洪孟芬 論文提要內容： 本研究旨在分析高中生在英文寫作中如何使用連接詞，並對學生使用連接詞的誤用現象加以分析，以期了解學生使用連接詞的原則。本研究採用Halliday and Hasan的連接詞分類法，並對中、英文的連接詞加以對比分析，從中發現中英文連接詞的相異及相同點，及可能造成學生混淆的問題。本研究以兩階段驗證假設。第一階段以192篇的學生作文為分析樣本，第二階段以問卷從中發現學生使用連接詞的困難。 本研究採用質的分析方法，分析內容涵蓋：在學生作文中（一） 連接詞的誤用狀況（二）影響學生使用連接詞的因素。 本研究結果如下：學生在使用連接詞時，會受到本身母語的影響，造成某些連接詞的使用錯誤。而中、英語連接詞本身的複雜性，易造成學生的使用困難。 本研究最後提出在英語教學上的建議：在課堂上教導連接詞時，應加強語意方面的探討，並訓練學生正確文句之間的邏輯關係。 / ABSTRACT This study aims to investigate the use of conjunctions in English compositions written by senior high school students in Taiwan. Its purpose is to discuss senior high school students’ performance in using conjunctions, to discover common errors made by students, to find out possible explanations for students’ errors, and to provide teachers implications of how to reduce learners’ errors in English composition teaching. In this study, Halliday & Hasan’s taxonomy of English conjunctions and a contrastive analysis of English and Chinese conjunctions are provided as the basis. Those potential problems in using English conjunctions for Chinese ESL learners are predicted and tested. There are two stages of verification precedure. The predictions are first verified with a data corpus totaled 192 written texts, which are collected from Bai-ling senior high school in Taiwan. Then, a questionnaire is used to reexamine and confirm most of the predictions between English and Chinese conjunctions. The study reveals that Taiwan senior high school students do receive certain influence from their first language--Chinese. Consequently, the outcome is regarded as capable of rendering valuable implications for ESL teachers and learners as well as researchers.

國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：高中生英文作文中情態助動詞使用之分析 指導教授：尤雪瑛博士 研究生：張翠杏撰 論文提要內容： 本研究旨在分析高中生在英文作文中使用情態助動詞之情形，並就學生使用情態助動詞之困難加以研究，以期能了解學生困難之所在並加以解決。 本研究採用質與量的分析方法。質的分析包括： (一) 情態助動詞之意義與功能； (二) 學生誤用情態助動詞之情形； (三) 影響學生誤用情態助動詞之原因。量的分析則重在研究： (一) 學生使用各個情態助動詞之頻率； (二) 學生最容易誤用之情態助動詞之頻率。 本研究結果如下：學生最常使用的情態助動詞為can和will，這兩者也最容易被誤用，學生除了會把各個情態助動詞互相替換使用之外，也會在不需要情態助動詞的情形下使用情態助動詞。造成學生誤用情態助動詞原因包括： (一) 學生誤解不同情態助動詞的用法，而把一種用法運用在其他情態助動詞上； (二) 學生把情態助動詞的用法簡化； (三) 學生受到固定用語的影響； (四) 學生受到母語的影響直接把中文翻譯成英文。 本研究最後提出在英語教學上的建議：在課堂上教授情態助動詞時，除了將各個情態助動詞不同的用法呈現，還必須比較各個情態助動詞之間相近的用法，再把這些情態助動詞放在不同的情境中呈現它們在現實生活中真正的用法與意義，期使學生能學到情態助動詞正確的用法。 / ABSTRACT The purpose of this study is to analyze the use of modal verbs in students’ compositions and to understand students’ difficulty in learning and using modal verbs. Modal verbs’ surface forms and grammatical characteristics are very easy for students to remember. However, their complicated meanings and usages are somewhat difficult. This study adopts qualitative and quantitative analyses. The qualitative analysis includes: (1) the meanings and functions of modal verbs, (2) students’ misuse of modal verbs, and (3) the reasons that affect students’ misuse of modal verbs. The quantitative analysis includes: (1) the frequency of the use of every modal verb in students’ compositions, and (2) the frequency of the misuse of modal verbs. The results of this study are summarized as follows: the most often used modal verbs are can and will. Students tend to use wrong modal verbs or add modal verbs to sentences that don’t need one. The reasons affecting students’ misuse of modal verbs are: (1) students’ misunderstanding of the use of modal verbs, (2) students’ oversimplification of the meanings and functions of modal verbs, (3) the effect of frozen idiomatic expressions, and (4) the effect of students’ native languages. Finally, the study provides pedagogical suggestions and implications in teaching modal verbs. First, subtle usages and meanings of modal verbs should be presented. Second, they should be taught in different contexts. Third, apply pragmatics to the teaching of modal verbs. The goal is to help students learn authentic usages of modal verbs.

語言是人類傳情達意的工具，中、日文雖是不同的語言，但都以漢字作為表義的符碼，且經由人類共通的「身體經驗」衍生而來的身體詞彙，亦普遍存在於這兩種語言之中。過去關於身體詞彙衍生語義的研究，多集中於人體外部具體可見的五官及四肢，而作為人類生命跡象重要表徵的「氣」，雖虛無飄渺且難以捉摸，但在中、日文裡，亦存在著許多由「氣」衍生的語義，因此本研究擬以抽象的身體詞彙「氣」為對象，先探究「氣」的原型義(基本義)，接著從漢語辭典、日語辭典及語料庫收集「氣」的相關詞彙，作為分析的語料。 Lakoff在討論原型理論的時候提到，人類基於經驗和想像，將各種事物分類，一方面源於感知、動覺活動和文化，另一方面就是隱喻(metaphor)、轉喻(metonymy)和心理意象，而人類的推理也同樣依賴這些要素。隱喻過程是在不同的認知域中建立關連，Lakoff和Johnson將其細分為結構隱喻、方位隱喻和實體隱喻三類；轉喻則是利用事物的多重屬性，凸顯其中最容易記憶和理解的部份；而提喻(synecdoce)則是就種、類的從屬關係，探討語義的形成機制。本研究以中文和日文中由「氣」所構成的單純詞、複合詞以及派生詞為考察對象，透過認知語義學的「隱喻」「轉喻」等概念，分析這些詞彙的各種語義及其相互關係，進而探討其多義構造，最後經由繪製中、日多義詞網絡圖，由中、日文共同具有的核心義出發，探討中、日文「氣」衍生語義及其語義延伸機制之異同，經研究結果發現，中、日文「氣」的衍生義項及機制有許多相似之處，由此或可推知中、日文對「氣」的語義認知有其類似的心理意象及文化底蘊，而細究其間的語用差異及所考察出的不同衍生義項，則發覺中文的「氣」較傾向於表達客觀存在的事實或現象，日文的「気」則多涉及內心主觀的思維及感受。此外，日文「気」語義虛化的現象似乎比中文「氣」有更顯著的趨勢。

「生命、生活」英文釋義均為「Life」，以英語為母語的外籍學生極易因母語干擾而產生使用偏誤，因此有必要進一步辨析此組詞彙。前人對於「生命」、「生活」的探究多止於字辭典討論，至今未有語料庫相關的研究，因此本文以語料庫為本（Chinese Gigaword 2，British National Corpus），分析語料庫中「生命」、「生活」與「Life」語料的語義關係。 本文首先彙整「生命」、「 生活 」與「Life」在華文及英文辭典中的詞義，探究其詞義之異同，再進一步分析及描述「生命」、「 生活 」與「Life」抽樣語料在語料庫中的分佈情形，包括語料詞頻、詞類及搭配共現等分佈情形。結果顯示，「生命」、「生活」與「Life」華英詞義無法完全對應，「Life」語料詞義頻率最高的三項詞義皆可與「生命」和「生活」詞義對應，但對應的不完全是「生命」及「生活」語料詞義頻率最高的三項詞義。「生命」與「生活」詞義的主要差異在於「生命」詞義趨向抽象，比喻能力較強，通常指向時間及強調對象。而「生活」詞義趨向具體，通常指向狀態及強調形式。本研究接下來使用語料庫「詞彙特性素描」功能觀察「生命」、「生活」與「Life」在語料庫中整體搭配共現的頻率與詞類分佈，以及使用「詞彙對照素描」功能觀察「生活」與「生命」搭配詞的「共現模式」及「唯一模式」。「Life」與「生命」及「生活」的搭配共現分佈相似但種類較少，主要反映在名詞上，英文與華文搭配詞的語義大多可對應。　 最後，本論文以問卷實驗進一步探討以英語為母語的外籍學習者對「生活」與「生命」的習得和偏誤狀況，然後對比外籍學習者與華語母語者的差異。結果顯示，外籍學習者對「生命」與「生活」確有混淆的狀況，但對「生活」的掌握比「生命」較為嫻熟，而且會因英語出現而影響對「生命」與「生活」語義的認知，對「生命」與「生活」常用搭配詞的掌握能力也遠較母語者低落。 本論文的貢獻在於以語料庫為本，對英譯同是「Life」的華文易混淆近義詞「生命」與「生活」的語義進行了多面向綜合探究，包括華英詞義對比分析、語料庫的分佈情形、詞彙搭配的分佈及分類等。此外，也以問卷實驗探討外籍學習者對「生命」與「生活」這組詞彙的習得與偏誤狀況，並且與華語母語者做出對比，整理出其差異之處。上述結果證實語料庫對於近義詞研究有積極的作用，亦對華語文近義詞教學提供了參考作用。 / The Mandarin of sheng1 ming4 and sheng1 huo2 are both translated as 'life' in English. The native English-speaking students who study Mandarin often err in selecting the appropriate Mandarin term for ‘life’ due to cross-language interference. Hence, a more in-depth analysis of these two terms is necessary. Previous research for sheng1 ming4 and sheng1 huo2 were carried out mostly through the use of dictionaries. None of the research was corpus-based and supplemented by questionnaire. Thus, the aim of this thesis is to analyse the semantically relationship between sheng1 ming4, sheng1 huo2 and 'life' based on the Chinese Gigaword2 and British National Corpus. This thesis begins by summarizing the meanings of sheng1 ming4, sheng1 huo2, and ‘life’ based on their definitions as provided by Mandarin and English dictionaries. This thesis then expounds on the similarities and differences among the three words, and further analyses and describes the distribution of sheng1 ming4, sheng1 huo2 and ‘life’ in the corpus, including the distributions of frequency, senses and collocation. The results show that semantic of ‘life’ could not completely correspond with sheng1 ming4 and sheng1 huo2, however, the top 3 of highest semantic frequency of ‘life’ could correspond with sheng1 ming4 and sheng1 huo2, but not vice versa, the top 3 of highest semantic frequency of sheng1 ming4 and sheng1 huo2 are not completely correspond. The main difference between sheng1 ming4 and sheng1 huo2 is that sheng1 ming4 is more abstractive, with stronger metaphor ability, commonly directed to time or specific subject; while sheng1 huo2 is more concrete, commonly directed to status or form. Furthermore, this thesis utilizes the ‘word sketch’ function and observes the ‘common pattern’ and the ‘only pattern’ of sheng1 ming4 and sheng1 huo2 by ‘sketch difference’. The distribution of the collocation of ‘life’, sheng1 ming4 and sheng1 huo2 is similar but with less variations, mostly reflected in noun, and the collocation of English is commonly correspond with the meaning of Mandarin collocation. Lastly, this thesis surveys the acquisition of sheng1 ming4 and sheng1 huo2 by foreign students who are native speakers of English, and compares how these students perform in the questionnaire tasks. The results show that foreign students are confusing by selecting sheng1 ming4 or sheng1 huo2, but better at mastering sheng1 huo2 than sheng1 ming4, and that their interpretation of sheng1 ming4 and sheng1 huo2 are commonly affected by their command of English. In addition, their command of collocation between sheng1 ming4 and sheng1 huo2 is much lower than that of Mandarin native speakers. The findings of this thesis is obtained through conducts comprehensive inquiry from multiple perspectives method: including the contrastive analysis of Mandarin-English meaning, distribution and differentiation of word collocation for the Mandarin near synonyms sheng1 ming4, sheng1 huo2 and ‘life’. Furthermore, to survey acquisition of foreign students with regard to sheng1 ming4 and sheng1 huo2 via questionnaire, and compare the differences with Mandarin native speakers. The differences are then summarized. The above-mentioned results support the positive effect of corpus when researching near synonyms and serves as a reference for the teaching of Mandarin near synonyms.

本篇論文主要是採用詞彙功能語法以及篇章功能語法來檢視處所詞倒置的結構在中英文裡的表現，分別從四個層次來檢視，包括了語意結構、詞組結構、句法功能結構、以及信息結構。首先，能進行處所詞倒置的動詞必須要是帶有一個客體及一個方位詞的論元結構，或是帶有一個由主事者和客體所組成的複合論元以及一個方位詞的論元結構。其次，在詞組結構中，英文的前置處所詞是屬於介系詞，而中文裡的前置處所詞是屬於名詞。再者，前置的處所詞在中文裡是位於主詞的位置，但在英文裡是句法功能結構上的主詞。最後，在句子的信息結構上，考量到信息編排的方式，後置的名詞傾向是無定的名詞而非代名詞，而且傾向是比前置的處所詞還要長的詞組。就篇章信息而言，處所詞倒置必須考慮到對前的連結及對後的連結。另外在文體修飾上為了對仗的效果也會促使處所詞倒置的產生。 透過對比分析，本篇論文有系統地比較英文和中文在處所詞結構的表現，主要目的在於為學習英文的中文講者提供教學上的啟發。而將理論語法運用在教學語法上，也顯示出這兩者語法之間的關連性以及合作性。一方面理論語法可以提供教學語法一個強而有力的理論後盾；另一方面，教學語法也提供了理論語法研究的動機。總的來說，將理論語法運用在教學方面，不僅對語言教學有助益，對語言學研究的領域上也有相當的幫助。 / This paper examines locative inversion construction by adopting Lexical Functional Grammar and discourse grammar. The examination concerns both English and Mandarin, from four structure levels, a-structure, c-structure, f-structure, and information structure. First, a locative inversion verb takes an a-structure of <theme locative> or <agent-theme locative>. Second, in c-structure, the preposed locative belongs to PP in English but to NP in Mandarin. Third, whereas the preposed locative phrase is in the subject position in Mandarin, the one in English is only a functional subject in f-structure. Finally, in information structure, given information packaging, the postposed theme is inclined to be an indefinite nominal instead of a pronoun and to be a longer constituent than the preposed locative phrase; in contextual information, a linking device, used either anaphorically or cataphorically, is necessary for locative inversion, and stylistic parallelism further facilitates the occurrence of locative inversion. With the systematic comparison of English and Mandarin, this paper aims to provide pedagogical suggestions in regard to English learning for Mandarin speakers, by virtue of the use of Contrastive Analysis. The application of theoretical grammar to the language teaching field indicates the correlation and cooperation between theoretical grammar and pedagogical grammar. On the one hand, the theoretical grammar provides a firm and reliable theoretical support for language teaching; on the other hand, the pedagogical grammar is the motivation to the research of theoretical grammar. All in all, the application of theoretical grammar to language teaching contributes not only to the language teaching filed but also to the linguistic research.