This thesis carries out a morphological analysis of the complex words listed in the index of Taiwan senior high school English textbooks. According to the analysis of the derived words in the vocabulary list, forty..........seven prefixes and seventy..........seven suffixes are used to form the derived words. These pre..........fixes and suffixes are used to form the derived words. These pre..........fixes and suffixes are introduced in different qroups classified according to the meaning the prefixes and suffixes carry. The morphophonemic rules which are obligatorily applied during the derivational processes of forming those derived words are also introduced and so are derivation patterns. The compounds in the vocabulary list of the six English textbooks fall into two main categorise: traditional compounds and neo..........classical compounds. Traditional compounds are divided into several groups according to their syntactic categories, and they are further divided into subgroups based on their internal structures. In the thesis, the combining forms used to make the classification of ICFs and FCFs. It is not claimed that the analysis of the 1480 complex word done in this thesis is complete since some residual problems still need further studies. But, we are definitely convinced that the analysis indeed a strategy our senior high school English teachers might as well adopt for teaching their students how to memorize or recognize English complex words.

本研究旨在探討「傳統字義生詞教學法」和「構詞法輔以常用詞根之生詞教學法」對台灣的法語學習者學習和記憶法語生詞的差異，希望能在生詞教學上，提供另一個不同於傳統生詞教學而且更為有效的方法。 本研究的主要發現如下：1)接受「構詞法輔以常用詞根之生詞教學法」的受試者(實驗組)比接受「傳統字義生詞教學法」的受試者(對照組)在生詞的短期記憶和長期記憶上，均有較佳的表現。2)實驗組的辨別字義和拼字能力也比對照組佳。3)在字彙量、短期記憶與長期記憶的相關性上，短期記憶較佳者，也有較好的長期記憶表現。 / The purpose of the study is to investigate the different effects of the traditional definition-based teaching method and the morphological approach via commonly-used roots on Taiwanese French learners’ vocabulary acquisition and memorization. It is hoped that the results of the study can provide an alternative to traditional vocabulary teaching in French. First of all, an on-line questionnaire which investigated the teaching situation of French vocabulary in Northern Taiwan was administered. Then, the subjects in this study involve 115 nonnative French majors at National Central University and Fu Jen University, including 57 seniors and 58 sophomores. The seniors were divided into experimental and the control groups, while the sophomores were also divided into experimental and the control groups. The experimental groups received the morphological approach via commonly-used roots, and the control groups received the traditional definition-based teaching method. In the beginning, the experimental and control groups took the same French vocabulary pre-test to examine their vocabulary size. Then, after receiving different instruction, the subjects were immediately asked to take post-test 1, which investigated their short-term memory for words. Two weeks later, post-test 2 was conducted to check the subjects’ long-term memory for words. The results of the study reveal that the experimental groups have better short-term memory for words and long-term memory for words than the control groups, regardless of the subjects’ language proficiency. With regard to the effect of learning new words, both the experimental groups and the control groups made progress after receiving the instruction. After two weeks, the experimental groups showed no regression on the vocabulary post-test. Furthermore, the experimental groups performed better than the control groups on both word spelling and word meaning, and in general, the subjects’ short-term memory for words was correlated with their long-term memory for words.

本論文研究《紅樓夢》中的派生詞，以前八十回為主，以後四十回為輔，並針對前後的派生詞進行比較。研究結果顯示: 《紅樓夢》中後綴的派生能力比前綴高，後綴較多是名詞的標誌；前綴較多是動詞的標誌。 前八十回後綴的派生詞共有898個，以「子」綴和「兒」綴的使用最高。其中「~子」綴就占了414個，「~兒」綴就占了403個。「~頭」綴有56個，這幾個詞綴派生出的詞絕大多數是名詞。「~然」綴派生詞在前八十回有49個，大多處狀語位置，是副詞的標誌，「~自」後綴則是副詞的標誌，前八十回有13個「~自」後綴的副詞，「~巴」後綴有5個，其中大部分是名詞；「~生」後綴僅有4個殘留的派生詞，「~取」後綴近乎絕跡，只有1個派生詞。綜合以上後綴派生詞的詞性名詞就占了97%。 前八十回前綴的派生詞共有162個，前綴以動詞詞綴最多，屬於動詞詞綴派生出的詞「打~」綴有49個詞、「相~」綴有27個詞、「有~」綴有15個詞、「廝~」綴有6個詞、「取~」綴有6個詞；「見~」綴有5個詞。名詞的詞綴較少，有「小~」12個、「老~」9個；「阿」近乎消失只有2個。數詞標誌的詞綴有「初~」、「第~」；形容詞詞綴只有一個「可~」，有31個「可~」綴派生詞。 本文試著從詞綴的角度上比較前後派生詞的相同點與相異點，認為《紅樓夢》前八十回和後四十回的作者不同，前八十回和後四十回的「~兒」綴均很發達，但是在使用習慣上略有不同。在「~子」綴的使用上，前八十回的作者更常使用「~子」綴詞。

韓國高等學校教育課程設置第二外國語課程，中國語是第二外國語的五種語言（德、 法、中、西、日）之一。雖然中、韓兩國在政治、外交、經濟、文化上關係很密切， 但是目前在高等學校學中國語的學生數較少。 本論文的目的是分析中國語的教科書的內容及體制，比較中國兒童常用詞與教科書的 生詞，澈底瞭解韓國高等學校中國語教育目標及課程，提出改進中國語教育之意見。 本論文在方法上採用文獻分析法及比較研究法。 本論文全文共壹冊，約五萬多字，共分為五章十六節。各章內容分述如下： 第一章：緒論、研究動機、目的、方法、範圍及專有名詞詮釋。 第二章：簡單介紹中國語；語言的定義，特徵，中國境內的語言，中國語的特性、發 音、文字等。 第三章：敘述韓國高等學校的中國語教育、目標、課桯等。 第四章：分析中國語教科書，內容、字數、發音、生詞等。 第五章：為結論，並討論中國語教科書之分析結果，中國語教育上的問題點及提出改 進意見。