本計畫擬於優選理論 (Prince & Smolensky 1993/2004) 框架下，探討現代華語擬聲詞在音韻上的特點與表現，並分析優選理如何論操作單音節及雙音節輸入項所衍生出的雙音節擬聲詞，進而完全或部分重疊成三音節及四音節華語擬聲詞。擬聲詞為模仿自然界中的聲音形成的詞彙，但並非隨意衍生形成，仍然需要遵循語言的構詞及音韻規律，才能衍生成為合法詞彙並順暢地使用。在華語音韻研究方面，歷來學者對於擬聲詞的討論並不豐富詳盡，因此本碩士論文便嘗試探討華語雙音節、三音節及四音節擬聲詞在音韻分析中的樣貌。 重疊在漢語擬聲詞中為極為常見的現象。如現代華語中單音節的「咕」與雙音節的「咕咕」；雙音節的「滴答」與四音節的「滴滴答答」。故擬聲詞衍生中的重疊機制為本計畫中主要討論議題，此外由於華語擬聲詞結構在音段選擇中展現一致性，故另聚焦於固定音段， 如邊音/l/及前元音/i/在現代華語擬聲詞中高度頻繁地出現，我將對其起源提出假設並分析，如現代華語「劈哩啪啦」的/l/及/i/。而華語雙音節擬聲詞的來源二分為單音節輸入項及雙音節輸入項亦為討論對象。 最後預期華語擬聲詞大致符合現代華語成詞的語法，但進行重疊時與實詞相異，語意因素不會成為衍生動機；經由優選理論分析，從音韻結構角度切入，不僅可了解華語擬聲詞衍生的制約排序，亦更加了解其音韻構詞規範，且與實詞如形容詞進行重疊時的制約排序進行比較，說明華語擬聲詞在衍生過程中傾向遵循邊緣音韻規則，與其他實詞多依據核心音韻 規則的狀況大異其趣。以此為基石去了解其他漢語方言對於擬聲成詞的標準，甚或研究日語、韓語中豐富的擬聲詞，便能構擬出擬聲成詞更具體且具有說服力的語法規則。 / In this thesis, the generation of Modern Mandarin disyllabic, trisyllabic and quadrisyllabic onomatopoeia under phonological viewpoint via Optimality Theory (Prince & Smolensky 1993/2004) approach will be discussed. In my M.A. Thesis ‘An OT analysis of Mandarin Onomatopoeia’, four factors motivated this study. First, the different sources of Mandarin disyllabic onomatopoeia which I thought there are monosyllabic and disyllabic inputs aroused my interests. Second, there are some similarities of Mandarin onomatopoeia between Mandarin core lexicons. Third, the reduplication mechanism in Mandarin onomatopoeia will be taken as a main point in this study. For example, in Modern Mandarin ‘gu’ (Sound of bird sing once) will extend into ‘gugu’ (Sound of birdsong) under total reduplication. Finally, the issue concerning what will be the best choice when Mandarin onomatopoeia is reduplicated with fixed segmentism also plays an important role in this study. For instance, the /l/ and /i/ in Modern Mandarin’s ‘pilipala’ (Sound of many things falling). Onomatopoeias have their special function as sound-imitating icons. They are not the words which are formed by arbitrary but by the rules. They sometimes violate phonological structures of the language in which they occur; hence they belong to the peripheral phonology rather than core one. The Mandarin onomatopoeia is different from Mandarin content words; they are not motivated by semantic factors. So the Chinese onomatopoeia generation analysis via OT approach supplies not only the morpho-phonological constraints but also the comparison of peripheral words between content words. I would like to assume that the Mandarin onomatopoeia generation follows the peripheral phonological rules. This study will provide as a basement to study on other Chinese language’s onomatopoeia or even onomatopoeia in Tibetan, Japanese and Korean.

本論文應用隱喻與轉喻之理論觀點，探討台灣客語分類詞諺語之認知語意機制如何運作。首先，根據Kövecses and Radden (1998) 從認知語言學角度所提出的轉喻理論，分析台灣客語分類詞諺語中的轉喻類型。接著，本論文分析台灣客語分類詞諺語中隱喻機制的運作，結果發現普遍而言，隱喻都是以轉喻為基礎。此外，本研究針對Radden (2003) 所提出以轉喻為基礎的隱喻之四種來源分類提出修正。 除了呈現認知語意機制，文化制約之世界普遍性及台灣客家文化之特殊性也在台灣客語分類詞諺語中展現出來。最後，透過Lakoff and Turner (1989) 所提出的生命物種之大鏈隱喻，我們了解諺語所表達的最終概念是以人為中心，而且諺語通常帶有勸世的功能。簡言之，本論文藉由探討認知語意機制如何在台灣客語分類詞諺語中運作，呈現人類認知過程以及展現台灣客家文化。 / This thesis aims to explore how the cognitive mechanisms are operated in the classifiers and measure words in Taiwanese Hakka proverbial expressions, in particular metonymy, the interaction between metaphor and metonymy, idiomaticity, and cultural constraints. Since human conceptual system is fundamentally metaphorical in nature, classifiers, representing conceptual classification of the world, are found to manifest metonymically and metaphorically. First, based on the metonymic relationships proposed by Kövecses and Radden (1998), cases involving metonymy are carefully spelled out. Then, cases involving the interaction between metaphor and metonymy are elaborated. The metaphors activated in these cases are generally grounded in metonymy, which evidences that metaphors generally have a metonymic basis (Radden 2003). Apart from displaying cognitive mechanisms, the classifier/measure word proverbial expressions in Taiwanese Hakka exhibit Taiwanese Hakka-specific cultural constraints and near universality in conceptual metaphors (Kövecses 2002). Cases which are more specific to Taiwanese Hakka are semantically more opaque whereas cases which are more near universal are semantically more transparent (Gibbs 1995). Furthermore, through the GREAT CHAIN METAPHOR proposed by Lakoff and Turner (1989), we know that all the proverbial expressions are ultimately concerned about human beings. Moreover, proverbial expressions tend to carry pragmatic-social functions, conveying exhortations. In brief, the cognitive mechanisms of metonymy as well as the interaction between metaphor and metonymy are pervasively found in classifier/measure word proverbial expressions in Taiwanese Hakka. Through unraveling the conceptual mechanisms associated with classifiers and measure words in Taiwanese Hakka proverbial expressions, this study betters our understanding of human cognition in general and Taiwanese Hakka culture in particular.

委婉語（эвфемизм）是現代社會中人們普遍使用的一種修辭方式，可說是社會生活、人際關係中不可或缺的語言成份。它蘊含著豐富的社會文化意義，其發展方式刻畫著時代演進的足跡，從其轉變我們間接得知人們思維方式的轉變、社會演進的方式。俄語表達情感色彩的語彙豐富，委婉語即為其中一類，若能深入分析俄語委婉語的類型、功能與語用特色，能使我們對俄語的修辭特點有更進一步的瞭解。此外，瞭解委婉語作為多元的語言表達方式之一，也值得俄語研究者與學習者的重視。本論文針對以報刊語體為主的俄語語料庫，透過特定委婉語的語用與語義分析，歸納現代報刊中俄語委婉語的特性。 委婉語對研究外語、學習外語者而言，不只是言語溝通過程中表達、理解的重要工具，對語言翻譯者而言，也是傳達話語中的細微意涵所不可忽略的層面。溝通過程中，委婉語的使用有助於緩和人際關係。在使用外語時，委婉語有助於學習者的說話內容符合學習語的社會文化所遵循的規範與禮節，避免交際失敗，並使對談者對自己做出較高的評價。因此，本論文的委婉語研究，希望能顯示出委婉語在語言學研究中的重要性，亦突顯俄語語用的多樣化與豐富內涵。

英文作文教學在英語學習上是不可或缺的一環，而實際上在台灣，英文作文教學仍是透過分析文法和句型來進行的，但這樣的方式忽略了英文寫作能夠成功的主要關鍵——連貫性。由於連貫性的晦澀難解，教師與學生皆會認為在教授和學習寫出有連貫性的文章是很複雜的。本文藉由教導學生如何於寫作時運用連繫功能詞(cohesive devices)和主題推進(thematic progression)兩種策略來探究作文中的連貫性，以研究其增進高中生英文寫作表現的可能性。本研究在不影響正常教學進度的前提下進行，研究者的39位臺北市高二學生首先接受如何分析課本文章連貫性的指導，並接著應用和檢視連繫功能詞以及主題推進於他們的寫作中。其中有兩位低成就者進一步地被挑選出來，藉由寫作會談(writing conference)以瞭解受試者在寫作時，如何利用以上兩種連貫性的策略於其英文寫作中；同時也透過訪談和日記撰寫的方式，來探討學生的學習連貫性策略的歷程。 由相關的量化和質性資料可看出，本研究的結果顯示受試者在作文整體表現與作文連貫性上的分數明顯偏高；他們也被證明能夠和其他研究中的高成就者一般，運用相同的連繫功能詞(指稱、連接與重述)和主題推進(線性推進與主題連續推進)種類。在這歷時五個月的研究中，受試者也在連繫功能詞與主題推進的協助下，培養出更注意作文內容以及進行適當修改的能力。此外，也由於受試者對於學習連繫功能詞與主題推進抱持著正面的態度，本研究建議應結合連繫功能詞和主題推進，並將其融入台灣現存的正規作文教學之中，藉著分析作文中的連繫功能詞與主題推進，協助學生理解抽象的連貫性進而使作文表現更進步。 / As an indispensable element in English learning, writing instruction in Taiwan actually has been given through the analysis of grammar and sentence patterns. This however ignores another primary key to successful writing—coherence. Due to its obscurity, teachers and students both find it complicated to teach and acquire the ability to organize a written text logically and coherently. The current study investigated the possibility to improve the high school students’ writing by instructing them how to apply the coherence strategies to their writing—cohesive devices (CD) and thematic progression (TP). In this study, with the teaching schedule unaffected, the researcher’s 39 second-graders in one Taipei senior high school were first taught how to analyze the coherence of the reading passages in the textbooks. Then they were required to apply and examine CD and TP when writing. Two low achievers of these students were further selected to investigate their writing development by examining their written texts with CD and TP applied in writing conferences, having interviews with the researcher and keeping journals between classes and writing conferences. Concluded from the quantitative and qualitative data collected, the results revealed that the two low-proficiency students were able to get high grades in the holistic writing performance and coherence of writing. They were meanwhile found to be able to apply the same categories of CD (reference, conjunction and reiteration) and types of TP (simple linear TP type and TP with a constant theme) as the ones used by the high-proficiency learners in previous studies. During the five-month study, the participants also cultivated the ability to focus more on content level and to revise properly in their writing with the help of CD and TP. Besides, since the participants held positive attitudes toward the learning of CD and TP, the researcher recommends that the combination of CD and TP should be integrated into the writing instruction in current normal English writing class in Taiwan to help students comprehend the abstract coherence and to improve their writing by analyzing CD and TP in the written texts.

本研究旨在探討母語為英語之外籍學生華語時間表述方位詞之第二語言習得，藉由實證研究發現結果，瞭解外籍學生之時間表述方位詞習得順序，進而歸納出所可能出現之偏誤及其他影響因素。其主要研究議題包括「時間表述方位詞之習得順序」、「母語對外籍學生習得之影響」、「不同程度學習者可能出現之偏誤類型」、「習得發展之趨勢」、「理解層面與應用層面之差異」。本研究採取質性研究方法，以六個月時間觀察外籍學生之第二語言習得。研究對象主要為三名來自初級、中級及中高級之英美學生，每個月進行一次測驗，共計六次。測驗題型含兩大類：「文法選擇」及「看圖說故事」。 　　研究結果顯示，對母語為英語之外籍學生而言，「上下類」表時結構較「前後類」表時結構容易習得，因其母語並無「上下類」相應用法，導致出現偏誤次數較「前後類」來得低。而分析四個方位詞時，亦發現「下＞後＞上＞前」之順序，說明了對母語為英語之外籍學生而言，表「未來」概念之方位詞較為容易掌握。其次，外籍學生易出現之偏誤類型可分為「錯序」、「誤代」、「誤加」、「遺漏」四大類，其中，初級程度出現偏誤以「誤代」為主，中級程度則是以「誤加」出現次數較多，而中高級程度雖是以「誤代」為主，但出現次數明顯降低許多。第三，由測驗結果可看出，外籍學生在理解及應用層面之發展不一，學生在理解層面掌握較快，應用層面則是相對較晚。 　　本研究同時依據實證結果提供教學活動設計，並提出相關教學建議，以作為日後教師教學時之參考。 / The purpose of the thesis is to conduct a qualitative study to investigate the L2 acquisition of spatial words in Chinese time expressions by English-speaking learners. The major issues addressed include: the acquisition of Chinese spatial words, L1 transfer, L2 error types, L2 learners’ developmental sequences, and differences between comprehension and production. Three subjects were selected from different proficiency levels: beginning, low intermediate, and intermediate. Each subject was observed and assessed monthly for six months. A comprehension task (i.e. a grammatical judgment task) and a production task (i.e. a picture-cue description task) were employed to examine the subjects’ L2 acquisition of Chinese time expressions and their responses were compared with the findings obtained from 12 native controls. The overall results are as follows: First, for English-speaking learners, the shang-xia ‘up-down’ type of time expressions was easier than qian-hou ‘before-after’ type. This is because there are no corresponding “up-down” expressions in the subjects’ mother tongue. Moreover, a hierarchical sequence of L2 time expressions was found: xia ‘down’> hou ‘after’> shang ‘up’> qian ‘before,’ implying that future time expressions were less challenging than past time expressions. Second, it was found the subjects’ common errors included “wrong omission,” “wrong addition,” “wrong substitution,” and “wrong word order.” The beginning and low-intermediate L2 learners’ major errors were of the “wrong substitution” type, but the intermediate L2 learner’s error was of the “wrong substitution” type. Third, there was a significant difference between the subjects’ comprehension and production. The subjects performed better on the grammaticality judgment task than on the picture description task. Finally, given the developmental order found in the present study, a lesson plan is designed for teaching Chinese time expressions to foreign students in the L2 Chinese classroom.

No description available.

No description available.

No description available.

No description available.

No description available.