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本論旨在研究日語中有指示機能的KO/SO/A到指示機能曖昧不明的KO/SO/A之間的擴張關係。以是否有指示機能，將KO/SO/A分為「有指示機能」「指示機能曖昧」兩種類論述其間的連續關係，並依認知語言學觀點分析構文裡包含KO/SO/A的接續詞以及感嘆詞之機能與其分類。 　本文共分六章。第一章為序論。第二章考察指示詞的先行研究，並提出尚待解決的問題。第三章以從空間到時間的抽象化概念分析KO/SO/A的基本義。第四章以漂白化的觀點分析指示機能到接續機能的變化歷程。第五章以抽出化概念來看包含KO/SO/A的感嘆詞與指示詞的連續關係與其機能。第六章為結論。 　過去被稱做指示詞的KO/SO/A研究中，多將焦點擺在現場指示與文脈指示的使用方式與意思上的連貫性，也就是「地盤理論」與「共有知識假說」的義同上。本論以空間與時間的擴張關係說明有指示機能的KO/SO/A當中，不僅現場指示與文脈指示連同觀念指示皆有一貫性。此外，包含KO/SO/A的接續詞以漂白化關係，感嘆詞以抽出空間與時間的方式擴張，在機能上分別與指示詞連接。 / The purpose of this thesis is to investigate the semantic extension from Ko, So, and A, traditionally called demonstratives, to vague Ko, So, and A in terms of their demonstrative functions, as well as the continuity of the expansion. In this paper, according to whether they can function as demonstratives, Ko, So, and A are categorized into 2 types: Ko, So, and A with demonstrative functions, Ko, So, and A with vague demonstrative functions. The differences among various types of semantic extension of demonstratives are clarified by analyzing the functions of conjunctions with Ko, So, and A and interjections with Ko, So, and A from the perspective of cognitive linguistics. This paper consists of 6 chapters. The first chapter is Introduction, In Chapter 2, ‘Preceding literature---concerning the Ko, So, and A with demonstrative functions’, I review the conventional researches on demonstratives and present the remaining problems. In Chapter 3, ‘The basic meaning of Ko, So, and A,’ based on the conclusion of Chapter 2, I discuss the basic meaning and expanding meaning of ‘the Ko, So, and A with demonstrative functions’ from the perspective of metaphor from space to time. In Chapter 4, ‘Semantic Extension from Demonstratives to Conjunctions’, .I analyze the change from demonstrative function to conjunctive function from the viewpoint of grammaticalization resulting from bleaching. In Chapter 5, ‘Semantic Extension from Demonstratives to Interjections’, I explain the function and semantic extension of interjections with Ko, So, and A from the viewpoint of grammaticalizaiton resulting from abstraction. And, finally, Chapter 6 is the conclusion of this paper. Traditional researches on the so-called Ko, So, and A are focused on a unified (or general) explanation of the differences between their deictic and anaphoric usages. This paper, however, considers that the coherence reaches not only those Ko, So, and A which function as demonstratives, but even those Ko, So, and A which do not have this function. For instance, conjunctions with Ko, So, and A stem from the bleaching of Ko, So, and A’s demonstrative functions, and interjections with Ko, So, and A are the results of abstraction from Ko, So, and A’s demonstrative functions. Even though each type differs from the others in terms of their semantic extension, it is clear that semantic extension is connected with those Ko, So, and A which can act as demonstratives.

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。

本論文以副詞「よく」與動詞的共起關係為研究起點，並欲透過比較副詞「よく」與樣態副詞「しっかり」、絕對程度副詞「とても」、量副詞「たくさん」、頻度副詞「ちょくちょく」等類義副詞之異同，來闡明副詞「よく」之意義用法。 本論文共分七章。第一章為序論。第二章到第三章是在論述「よく」做為程度副詞使用的條件，以及與「しっかり」、「とても」之異同。第四章則是研究「よく」量的意思以及其與「たくさん」相異之處。第五章則是透過比較「よく」與「ちょくちょく」之異同來論述「よく」的頻度意思以及其句末表達的共起限制。第六章則是在分析評價的「よく」之文法性質。第七章為結論。 過去關於「よく」的研究主要在分析程度、頻度、評價這三種用法，然而卻無法說明「為何心理動詞無法和程度的「よく」共起」之原因。為了解開此疑問，首先本文將過去所認為表示程度的「よく」分為「よく①」與「よく②」，分別觀察其共起動詞的性質後，發現以下兩件事： 1.和「よく①」共起的動詞皆為意志動詞，並具有「越重複做〈反復性〉動作結果會越來越好」這樣的特性，也擁有由低至高的程度性及正面意思。 2.和「よく②」共起的動詞可分為動作動詞和非動作動詞。和動作動詞共起時，「よく」所修飾的並非主體或對象的量，而是動作的量。並且「よく」所修飾的動詞具有類似形容詞的功能。和非動作動詞共起時，共起動詞的特徵為具有由低至高的程度性、正面評價、能明確表現動詞的程度性等功能。 本論文主張心理動詞之所以無法與程度的「よく」共起乃因心理動詞不具有上述之性質所致。透過本論文的分析，可知做為程度副詞的「よく」(包含「よく①」與「よく②」)雖然擁有和樣態副詞、程度副詞、量副詞類似的功能，但實際上是游移在樣態、量和程度之間，可說是非常獨特的副詞。此外，本文也說明了「よく」和其他類義副詞之相異處。「よく」雖具有和「しっかり」、「とても」、「たくさん」、「ちょくちょく」相似的功能，但有時並無法替換，這乃是因「よく」功能的抽象度高於其他類義副詞所致。

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.

本論文共一冊，五章，都九萬言。 第一章：緒論。分述詠花詞之義界、研究動機與研究方法。 第二章：宋代詠花詞之先聲。就宋以前詠花詩、賦、詞作一介紹。 第三章：宋代詠花詞之盛行。就詠花詞盛行之因素作一探究，並概述北宋、南宋，及 宋末元初遺民詠花詞之發展與演變情況；同時選列各期詠花大家數人，舉證以明之。 第四章：宋代詠花詞之研析。就詠花詞之題材、寫物、寄興等表現法，分別闡述之。 第五章：結論。就詠花詞於文學上之價值作一論評。

詞體大成於兩宋，其中詠物類作品，亦因各方條件的配合，而得以繁盛。及至宋季， 詞體漸驅末流，形式唯美，內涵貧弱；詠物詞以其特重寫物工巧的創作型態，而仍得 以流行，此時詠物之作多尚典雅婉麗，以純粹詠物為多；然趙宋國祚結束後，繁華昇 平已逝去，國族淪覆的傷痛，深深地震撼遺民的心弦，而處於異族統治之下，滿腔故 國家山的思緒，須有所抒發，故承紹前風，仍致力於詠物創作，而實假藉詠物之外衣 ，以寓寄身世之感，宗國之念。而遺民詞人仍秉持原有的創作計巧與風尚；從事更深 沉的詠物創作，是以其作品，外在形式多典麗含蓄，而時有失之隱晦；內在寓寄，則 沉鬱深遠，隱約透露遺民的無限哀思，或謂是殘蟬哀鳴，而實為真性情之表現。是以 遺民詠物詞實有可觀之處。而宋末詞壇之未遽衰者，是遺民沉痛的表達心聲，作品內 涵得以充實，遂為宋詞綻放最後的光彩 本文一冊共分五章，茲略述各章大要於次： 第一章緒論。首先就遺民之涵義及南宋遺民的活動作一簡要說明；再說詠物詞之義界 作一限定；最後則敘寫本文研究動機及方向等等。期能為本文之研究，確立凡疇與標 的。 第二章遺民詠物詞之先導。即就詠物創作之傳統特性，歸納重點，扼要說明之，以見 詠物類作品的獨特之處；次則略說兩宋詠物詞興盛的因素，及概述北宋、南宋詠詞發 展、演變的情況，並各列舉詠物詞家數人及其作品之舉證；藉此以了解在遺民詠物闖 作之前，詠物詞發展的情況。 第三章遺民詠物詞之盛行。先就其時代背景作一分析，以見宋季之政治、社會的演變 ，及文學趨勢，此時代環境的變化，實深切地影響了遺民詠物詞的發展；故接著探討 遺民詠物詞於亡國前後的發展情況，而主要重心實在於入元之後的部分；再則概述遺 民詠物的方向，以略見其創作動機；最後則選列重要詠物詞家、並舉例其作品，說明 各家詠物之特色。 第四章遺民詠物詞之研析。即針對其詠物詞作一綜合討論，試就題材、寫物與寄興的 表現情況，及其與民族思想的關聯，分別舉例闡述之。 第五章結論。就遺民詠物於文學上之成就，做一簡要論評。 遺民詞人於此詞學末流之際，猶作一番極力掙扎，雖不免有所缺失，亦能深刻地表達 至真的情感，頗具時代意義。是以吾人除承認其缺失外，其成就亦應給予相當的肯定 。

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.