「的」字在現代漢語中出現頻率之高，卻分佈極其複雜，在外籍生學習上實為一項難點。為幫助華語教師在教學上能掌握學習者的偏誤，進而針對學習者的偏誤修正。本文以鄧守信教授專案研究蒐集之中介語料庫為研究基礎，收集有關「的」字結構之偏誤，歸納最常見的偏誤類型，而在初步觀察中，學習者的偏誤類型大致為「的、地、得」不分、錯序與搭配詞隱現的問題及語境牽制的問題。同時，在眾多學者所研究的「的」字資料中，選擇以徐陽春(2003)對「的」字結構的研究再重新分析初步觀察的偏誤類型，可分為結構功能「的1」之偏誤、XP的結構─中心語隱含之偏誤、語用功能「的2」之偏誤。最後本文按徐陽春(2003)分析的方向來歸納「的」字偏誤類型，以研擬教學方針，及依照學習者程度安排教學順序，並提出教學語法之建議，盼對於華語教學有據實的助益。 / The Chinese character 「de(的)」is used in the Chinese language with high frequency but also with a significant level of complexity. Therefore, it is a difficult factor in the learning of the Chinese language by foreign students. It is indeed, necessary for the teachers who are teaching Chinese as a second language to get a grip of this character, as it is for foreign students in order to correct their errors during the learning period. This study was based on interlanguage information basis which Professor Shou-Hsin Teng presided over. We collected and analyzed the errors about 「de(的)」from it. We thereby propose suggestions on the sequencing and pedagogical application.

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.