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.

長久以來，漢語中詞彙的並列關係已經受到許多漢語學者的注意。本文以大約可被認為是秦代之前成書的十本史書及子書作為研究資料，對當時詞彙的並列使用作一些研究。本文共分為六章。第一章是動機、範圍、材料及內容簡述。第二章對於「並列結構」一詞的界定作一鑑別標準及說明，並將以前學者的研究意見作整理。另外，也簡單說明並列結構的基本詞數是兩個單音詞。第三章討論並列結構的語法功用，發現並列結構在動詞組合和名詞組合之間的語法功用是不同的。而趨向動詞並列結構也可由其特徵分作五類。第四章說明詞序的情形。並列結構中有百分之十有詞序顛倒的情形。第五章研究聲韻對詞序的影響。我們發現，除了聲調以外，聲母和韻母也對詞序有影響。第六章是結論。

中文裡有一種特別的結構，稱為動賓複合詞(Verb-object compound)。根 據李與湯普森(Li & Thompson)觀察：從歷史的觀點來看，這種動賓複合 詞是從動賓詞組衍生得來。在本論文中，嘗試以貝克(Baker,1988)的併入 理論(Incorporation Theory)來證明他們的這個觀察。我們認為有一名為 「名詞併入」(Noun Incorporation)的句法移位律對動賓詞組產生作用。 在經過此規律作用後，動詞和它的直接賓語便在句法層次上結合成一帶動 詞性的複雜結構，此外，我們在此理論中，我們主張應加入一條構詞結合 律。此律在名詞併入後作用，把名詞併入後新產生的句法性複雜結構變換 成一構詞單位，即複合詞。這樣的解釋方式不只具有「解釋充份性」 (explanatory adequacy)，而且從歷史的觀點來看此一名詞併入現象，上 述方式也可以妥善地解決一個爭議已久有關動賓複合詞是否可以離合的問 題，以及有關雙重分類的動賓複合詞所造成的難題。藉著這樣的分析，我 們討論了八類動賓結構。這八類恰好形成一個漸次變化。其大抵反映出動 賓結構從詞組變成複合詞的詞彙化過程。至於此八類之間的句法變異，我 們發現其「分類差異」(status variation)與及物性變異(transitivity variation)是一些規律互相競爭(competition)與互補(complementation) 的結果。此現象在謝(Hsieh,1989)的交互作用理論(Interaction Theory) 中早已被指出。而此理論在解釋句法變異上的完善，更證明了我們先前利 用名詞併入方式分析動賓結構是正確的。 / In Mandarin Chinese, there is a special construction called verb-object compounds. It has been observed by Li & Thompson (1981) that the verb-object compounds are derived historically from verb-object phrases. In this thesis, we attempt to verify this observation by means of the Incorporation Theory by Baker (1988). We argue that a syntactic rule, noun incorporation, applies to verb-object phrases and combines the verb and its direct object together to form a syntactic verbal complex. A morphological merging rule is added into the Theory, and applies immediately after the former rule to transform the newly created syntactic construct into a morphological one, a compound. Such and approach not only achieves the explanatory adequacy, but also resolves the long-standing controversies on the expandability of verb-object compounds and the paradox of verb-object compounds with dual status, if we keep a historical view on the process of the noun incorporation. Based on this analysis, the eight types of verb-object constructions form a continuum which roughly reflects a lexicalization process from verb-object phrases to verb-object compounds. As for the syntactic variation--status variation and transitivity variation--among different types verb-object consrtuctions, it is found to be a result of the competition and complementation among some rules, a fact evidenced in Hsieh's (1989) Interaction theory. the success of the interaction account further justifies our incorporation analysis on verb-object construcitons.

本研究旨在了解華語中道歉言語行為的語碼形式之建構方式與使用規範。本研究以Searl（1969）的言語行為理論為基礎，配合Leech（1983）的禮貌原則、Grice（1975）的合作原則等，分析解釋不同的道歉用語在誠意程度與禮貌程度上之表現。 為達研究目的，本研究以問卷調查方式以及訪談做為研究工具，有效問卷總計48份，訪談人數8人。問卷調查的內容將道歉用語分為四大項目：「核心詞」、「導語」、「複合詞」（包括核心詞＋導語、導語＋核心詞、與導語＋導語）。於情境設計下以「輕微冒犯」以及「嚴重冒犯」作為檢測分類，調查這些道歉用語誠意程度以及禮貌程度。 調查結果發現，使用者的性別、年齡、和教育程度對道歉用語的擇用不具顯著影響力，但冒犯事件的嚴重程度與道歉用語之間有顯著相關。研究結果歸結如下：（一） 「核心詞」單獨使用時，其誠意程度以及禮貌程度取決於字詞內容的遂行力量（Perlocutionary force），原則上，遂行力量越強，誠意程度與禮貌程度就越強；反之亦然。但是，道歉用語誠意程度與禮貌程度的表現會搭配冒犯情境的嚴重程度，不過低亦不過高。（二）於「複合詞」中，凡是含有「賠償」內容的導語，其誠意程度以及禮貌程度必定大於不含「賠償」內容的「複合詞」。（三）於道歉言語行為中，「複合詞」（包含「核心詞＋導語」以及「雙重導語」）的誠意程度以及禮貌程度皆大於單獨使用「核心詞」或「導語」。（四）「核心詞＋導語」與「導語＋核心詞」在詞序上的不同，就誠意程度與禮貌程度而言，並無顯著差別。 根據上述研究結果，本研究對華語教學提出相關建議，建議華語教師進行道歉用語教學時，應教導學生語碼形式與語碼使用功能之間互為搭配的觀念。課堂中應提供學生道歉行為的社會語用原則，讓學生在進行道歉行為時，能擇用適當的語碼形式。