有關漢語動結式的議題，中心語與論元體現皆呈現了複雜的現象。就中心語這部份，過去研究(Cheng & Huang, 1994; Gu, 1992; Huang & Lin, 1992; Y. Li, 1990, 1993, 1995, 1999; C. Li, 2008, 2009; Shen, 1992; Tai, 2003)的論點相當分歧，顯示漢語動結式中心語的位置仍有討論的空間；至於論元體現方面，由於論元與詞類間的互動會帶出許多不同的語意和句法表現，而先前的研究(Her, 2004, 2007; Li, 1990, 1995)尚未足以完整的解釋這些情形。 本研究主要從詞彙的角度來探討中心語和論元體現這兩個議題。首先，依照Her (2004, 2007)的分析方式，本研究嘗試排列出漢語動結式合法的論元結構，並利用這些論元結構描述各個動結式的論元體現，解釋可能的語意及句法結構。接著，同樣根據所提出的合法論元結構，以顯現的論元為主，並採用有關判斷中心語的假設(Zwicky, 1984; Y. Li, 1990, 1995; Chung, 2006; C. Li, 2008, 2009)，整理出漢語動結式中心語的位置。最後，詞彙功能語法中的詞彙映照理論驗證了本研究前半部分對論元體現與中心語的討論，這個理論也另外解釋漢語動結式處所詞倒置的現象。 / Two issues regarding Mandarin resultative compounds, headedness and argument realization, present a complex phenomenon. For one thing, extensive studies (Cheng & Huang, 1994; Gu, 1992; Huang & Lin, 1992; Y. Li, 1990, 1993, 1995, 1999; C. Li, 2008, 2009; Shen, 1992; Tai, 2003) concerning headedness fail to critically determine the head of a Mandarin resultative compound. For another, despite previous research (Her, 2004, 2007; Li, 1990, 1995), the interaction between arguments and grammatical functions of Mandarin resultative compounds remains inconclusive. To settle the foregoing matters, the purpose of this thesis is to probe into argument realization and headedness from a lexicalist approach, aiming to provide a full account of both issues. In the first part of this thesis, following Her’s (2004, 2007) analysis, the thesis focuses on formulating systematic feasible argument structures for Mandarin resultative compounds, then examining the argument structures of a resultative compound to explain its possible readings and syntactic representations. Based on the available argument structures proposed in the first half, the second part of the thesis investigates the headedness of Mandarin resultative compounds, suggesting that the head can be determined when arguments are overt. The criterion for headedness that is adopted in this thesis involves assumptions proposed by Zwicky (1984), Y. Li (1990, 1995), Chung (2006), and C. Li (2008, 2009). Finally, the thesis demonstrates that both issues of argument realization and headedness are well governed by Lexical Mapping Theory and that Lexical Mapping Theory further clarifies constructions with locative inversion of Mandarin resultative compounds.

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.