本研究，基於分辨非賓存現動詞及瞭解二語學習者如何讓習得此類動詞之需求，旨在分析一個高頻率之非賓格存現動詞 HAPPEN與其三個同義字(OCCUR，APPEAR，與EXIST)和中文同義字「發生」從語言使用者角度作比較。採用了母語語料庫 (英文採用英國國家語料庫 BNC；中文採用十億詞語料庫 GW 2.0)及學習者語料庫(含語言訓練與測驗中心學習者語料庫the LTTC，國際英語學習者語料庫the ICLE，及政治大學外語學習者語料庫the NCCU)作為第一部分的語料庫分析。此外，為了探索二語英文錯誤及母語中文遷移的關係，我們也進行了以語料庫為基礎的心理語言學實驗(兩個關於中英文HAPPEN句子結構的接受度判斷測驗)。 本研究結果發現，其一，就語料庫中的文法形式(Grammatical form)來分析HAPPEN、OCCUR、APPEAR與EXIST，英文母語語料庫中的高頻文法形式(例如：happened或happen)與學習者語料庫中有相同的現象。然而大部份的高頻文法形式都是二語學習者經常誤用之處，且容易與兩個常見非賓動詞錯誤—過度被動化錯誤(Overpassivization)和及物化錯誤(Transitivization)—共現(Collocated)。其二，從語料庫錯誤分析各種錯誤類型得知， HAPPEN與OCCUR較常出現過度被動化錯誤；APPEAR與 EXIST較常有及物化錯誤。此結果顯示每個非賓存現動詞可能會犯不同錯誤，也因此造成其錯誤的原因有所不同。其三，從分析心理語言實驗結果得知，我們發現母語中文文法句型(L1 Chinese grammatical patterns)，例如：「V-了」－「出現了」；抑或是「V+N」－「發生車禍」、「發生戰爭」、「存在缺失」，都影響了二語學習者對英文非賓動詞之文法形式的正確判定。由此揭示了母語中文大多都對二語英文非賓動詞習得有所干擾。 基於所得結果，我們提出「完成體」(Perfectivity)及「及物性」(Transitivity)之不同來探討中英文間存現動詞用法之異同，並試著解釋造成二語非賓動詞學習複雜化的原因。 此研究克服了過去文獻中比較非賓存現動詞之困難也透過語料庫結合心理實驗研究法提供對非賓動詞習得之解釋方法。這些發現可進一步作為詮釋非賓動詞的假說，並將其應用於語言教材設計或被視為未來跨語言分析研究之基石。 / Owing to the necessity to identify unaccusative existence/appearance verbs and realize how they are acquired by L2 learners, this present thesis aims to analyze a highly frequent English unaccusative verb HAPPEN and compare it with its three other synonyms (OCCUR, APPEAR, and EXIST), as well as its Chinese counterpart發生 fāshēn ‘happen.’ Native speaker corpora (the British National Corpus (BNC) for English and Chinese Gigaword 2 Corpus (GW 2.0) for the Chinese), and L2 learner corpora (the Language Training and Testing Learner Corpus (the LTTC), International Corpus of Learner English 2.0 (the ICLE), and the National Chengchi University Foreign Language Learner Corpus (the NCCU)) are utilized to analyze the unaccusative verbs in the first main section. In addition, in order to discover the relationship between L2 English errors and L1 Chinese transfer, psycholinguistic experiments (two acceptability judgments tasks with comparable Chinese and English HAPPEN sentence constructions) based on the corpora data were conducted in this thesis. The results in this thesis showed that, first, the highly frequent grammatical forms of unaccusative verbs (e.g., happened or happen) in the English native speaker corpus share some similarities with those of L2 learner corpora. However, these grammatical forms were usually misused by L2 learners and were frequently collocated with the two common unaccusative errors (overpassivization, e.g., *What is happened? and trasitivization, e.g., *I happen a car accident.). Second, as for the distributions of unaccusative error types, HAPPEN and OCCUR were found to mainly co-occur with overpassivization errors, whereas APPEAR and EXIST were found to mainly co-occur with transitivization errors. This indicates that each unaccusative verb may have different potential for L2 unaccusative errors, and therefore the causes of these errors with different verbs may vary. Third, from the analysis of psycholinguistic experiments, we discover that the L1 Chinese grammatical patterns, such as the V-le grammatical pattern (e.g., 出現了chūxiànle ‘appear-le’) and the V+N grammatical pattern (e.g., 發生車禍fāshēngchēhuò ‘The car accident happened’, 發生戰爭 fāshēngzhànzhēng ‘The war occurred’, and存在缺失 cúnzàiquēshī ‘The pitfalls existed’) may influence L2 learners’ correct judgment as to the grammatical forms of unaccusative verbs. This reveals that generally L1 Chinese might have some interference with L2 unaccusative acquisition. Based on the results, we proposed that the perfectivity and transitivity differences between English and Chinese unaccusative existence/appearance verbs could distinguish the uses among the English HAPPEN and the Chinese發生 fāshēn ‘happen’ with their synonyms. These differences could also provide a possible reason for the cause of the problematic L2 unaccusative acquisition. This thesis overcomes the difficulties of comparing unaccusative existence/appearance verbs in the previous studies and attempts to unravel the enigma of acquiring this verb type from the integrated corpus-based and empirical findings. These findings in turn serve as the suggested assumptions to interpret unaccusative verbs, which can be applied to the design of language teaching materials or can be viewed as the basis of cross-language analysis in the future studies.

漢語分類詞數量之歧異現象起因於未有一套共同界定分類詞之準則。因此，本篇論文採用四個以語言學為基礎之準則重新檢視漢語分類詞，並在眾多漢語分類詞分類中，採用五個語言學代表性研究提出之漢語分類詞分類為本篇語料來源。 研究分析之目的在於透過四個以語言學為基礎之準則重新檢視五個代表性人物提出之漢語分類詞分類，並使用二個數學法及一個問卷實驗法找出準確的漢語分類詞。最後，分析所得之準確的漢語分類詞再根據國語日報量詞典列出之分類詞語意做更進一步的語意分類。在分類詞語意分類上，本篇論文採用下到上之方向做分類詞語意分類而非傳統上到下之方向，提供完整且精確之漢語分類詞語意分類。 / The discrepancy in the different inventories of Mandarin Chinese classifiers results from there being no identical and consentient tests to identify Mandarin Chinese classifiers. Thus, this thesis adopts four linguistic-based tests as norms to identify Mandarin Chinese classifiers and five Mandarin Chinese classifier categorizations proposed by representative studies (Chao 1968, Erbaugh 1986, Hu 1993, Huang et. al. 1997 and Malt and Gao 2009) as sources of data in Mandarin Chinese classifier categorizations. The data analysis focuses on offering true classifiers in Mandarin Chinese through re-classifying five Mandarin Chinese classifier categorizations on the basis of four linguistic-based tests, applying two mathematical methods and using a questionnaire experiment. Ultimately, true classifiers will be further classified on the basis of their semantic meanings from the Mandarin Daily Dictionary of Chinese Classifiers (Huang et. al.) to provide an explicit semantic categorization in a bottom-up form, rather than a traditional top-down one.

過去多數英文介系詞語意之研究皆以介系詞為多義詞，並藉由語意網絡去分析其詞義（e.g. Lindner, 1983; Tyler and Evans, 2001），或透過意象圖式理論（image schema theory）來探究介系詞語意，依不同的前景名詞（figure）與背景名詞（ground）組成可產生不同的形貌結構，從而衍生出其特殊語意（e.g. Lakoff, 1987）。然而，有關介系詞片語中詞彙搭配詞組如何影響介系詞使用之研究則較不多見。故本論文著重在分析前景與背景名詞等搭配詞組之語意特徵，探究其對介系詞in和on語意及介系詞片語組成之影響。以英國國家語料庫（British National Corpus）和政治大學外語學習者語料庫（The NCCU Foreign Language Learner Corpus）作分析，比較學習者與以英語為母語者使用in和on介系詞片語在語意上的差異。 本研究共分三部分。第一部分的詞義分析比較學習者與母語人士在使用in與on之詞義之異同，在介系詞in的部分，學習者與母語人士語料相較之下僅有細微的差異，多數語料皆為原型場景（proto-scene）之詞義的使用。介系詞on的詞義使用則稍有不同；學習者較傾向作具體位置的指涉，然母語者則較傾向呈現此介系詞的抽象意涵。第二部分的語意特徵分析則比較介系詞in和on在具體（literal）與抽象（metaphorical）片語組成上，前景與背景語意特徵之異同。研究結果顯示不同的介系詞片語會由特定類型的前景與背景名詞組成，故在組成不同語意之介系詞片語時，特定語意特徵出現的頻率會呈現顯著性地差異。第三部分為學習者語料的錯誤分析，探究學習者誤用in和on介系詞片語之情形。 綜合上述研究結果可得知，組成介系詞片語的名詞詞組會依上下文語意而產生不同之語意偏好（semantic preferences），介系詞的語意除了會受到後接名詞的影響，周圍名詞也可能造成語意上的差異。這些名詞可能會選擇特定的介系詞來使用，亦會影響介系詞在片語中之語意。 本論文深入地探討了介系詞片語詞組之組成，透過大量的語料分析，為英語介系詞複雜的語意層面提出了一個較系統化且完整之解釋，期能將研究發現應用於教材設計上，希望能在學習介系詞使用上有所幫助，也供未來介系詞相關研究作為參考。 / The meanings of English preposition have been explored greatly through vast directions of research. Most studies agree that preposition is a polysemous lexical item whose senses can be construed from the semantic network (e.g. Lindner, 1983; Tyler and Evans, 2001). Its senses has also been examined under the image-schema theory from the cognitive perspective (e.g. Lakoff, 1987), in which the figure (or trajector) and ground (or landmark) interact differently to form various configurations that contribute to sets of distinct senses. Though these studies attempt to provide a comprehensive network for the meanings of prepositions, how the semantic features of the figure and ground might influence the choice of a preposition and the construction of a prepositional phrase is hardly seen. The thesis adopted a native speaker corpus (British National Corpus, BNC) and a learner corpus (The NCCU Foreign Language Learner Corpus, NCCU) to probe into how the semantic features of the figure and ground nouns can help explicate the semantic profiles of the preposition in and on, and to compare learners’ understanding of them with that of the native speakers’. Based on the corpora, the study is composed of three major analyses. The sense analysis compared the sense distributions of in and on, from which similarities and differences may be found between BNC and NCCU. The result of this analysis showed that in the sense categories of in, the distribution did not differ greatly since most of the data were categorized into the proto-scene sense in both BNC and NCCU, and only slight variations could be found in other categories. In the sense categories of on, in senses that refer to location, higher frequency could be found in NCCU, while more metaphorical constructions of on were identified in BNC. In the second analysis, the semantic feature analysis, the distribution of the semantic features are compared between literal and metaphorical constructions of in and on and between BNC and NCCU respectively. For the comparison of in and on, the statistical results showed that different types of nouns could be observed in the data of particular prepositions. Thus, for nouns in prepositions of different meanings, there may be significant differences in the semantic features identified in these nouns This result implied that the nouns surrounding a preposition might have some influences toward the meaning of this preposition. In the third analysis, the errors in the learner data were identified and examined. Based on the results, we proposed that in a prepositional phrase formed by a particular meaning of a preposition, there exist a range of semantic preferences shown in their co-text. The meanings of a preposition are influenced by the lexical words surrounding the preposition, rather than by the word that goes after the preposition (the ground). This thesis extends from the previous studies on the semantics of prepositions and includes the important linguistic elements in forming the prepositional phrases in the analysis. By incorporating a large amount of data, it also provides a systematic analysis and a more comprehensive explanation toward the complex semantics of English prepositions. The findings can be applied to the design of English teaching materials and techniques and may hopefully bring some insights to further preposition-related studies.

水在各個民族、各個語義之中都扮演相當重要的角色，因此在詞彙量及隱含意義上都可找到豐富的語料進行研究。本論文從水語義詞下手，分析水語義詞的義素，歸納出六大類的詞組，再依其直義與轉義進行研究與歸納，整理出俄語當中水語義場的主要意義及形象，期能讓非俄語母語使用者更能了解水在俄語當中的意義與主要形象概念。

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本研究旨在瞭解桃園縣市國民中學英語資優教育實施現況及相關問題，並探討桃園縣市設有英語資優班之國民中學，95年度資優教育評鑑後之實施現況與95年度資優教育評鑑結果之關係，最後提出建議供教育行政單位及學校規劃執行英語資優教育之參考。 本研究以自編之「桃園縣國民中學英語資優教育實施問卷」為調查研究工具，以桃園縣市6所設有英語資優班國民中學之教育人員為問卷調查對象，計回收有效問卷265份，所得資料以SPSS for Windows 12.0統計套裝軟體進行統計分析，之後根據問卷調查之結果，訪談桃園縣市英語資優班學校之校長、主任、組長、導師等7名，主要結論如下： 一、桃園縣市國民中學英語資優教育整體實施現況良好，平均值為 3.89，各面向平均值在3.53以上。 二、桃園縣資優教育評鑑實施成效良好。 根據研究結果，對行政單位及學校建議如下： 一、給予各校特教推行委員會應有的重視與協助。 二、重新評估並調整特教通報系統之資料。 三、辦理教師在職進修英語資優教育相關學分。 四、提出獎勵辦法，增進親師生參與相關活動的意願。 五、妥善規劃英語資優教育相關配套措施。 六、增設資優教育組，負責英語資優班相關業務。 七、建立校內外人才庫，供學校彈性運用。 八、各校應明確訂定英語資優班學生的進退場機制，並確實執行。 九、加強執行資優班學生之輔導工作。 / The study aimed to realize the implementation and related issues of English gifted education of junior high schools in Taoyuan area and to explore the relation between the implementation and the outcome of the gifted education evaluation in the 2006th academic year. Based on the findings from this study, some suggestions were given lastly as reference for both the school gifted education administrators and educators. The research adopted the self-made “The questionnaire of the English gifted education implementation of the junior high schools in Taoyuan County” as the investigation measure. The educators in six junior high schools having English gifted classes are the investigation subjects of the questionnaire. 265 effective samples were received and analyzed with the SPSS statistic software (for Windows 12.0). Afterwards, the interview outline was drawn up according to the statistic analysis. Seven educators related to the English gifted class in Taoyuan City were interviewed. Finally, the statistic and interview results were analyzed and anatomized, and the conclusions were given below: 1. The implementation of the junior high school English gifted education in Taoyuan area is good. 2. The effect of the evaluation of the gifted education in Taoyuan area is good. According to the result of the research, the suggestions for the administrators and the school were summarized as follows: 1. To pay attention to and provide assistance to the special education promotion committee (SEPC) in each school 2. To assist teachers to take in-service learning courses regarding English gifted education 3. To make good plans for relative measures of English gifted education 4. To put into practice and take effect the criterion for gifted students to enter or exit the English gifted classes 5. To enhance the counseling for English gifted students Key Words: gifted evaluation English gifted

「預兆」即為民間創作微體裁，作為語言中的固定格言，同時也是具勸諭性的完整句。它的存在相當根深柢固，因為人人皆有將時、事、已知與未知連結起來的心理需求，並希望獲知未來訊息、根據預測修正自己的行為。 近年來，民間創作微體裁引起俄羅斯與各國學者的興趣，並受到各流派的研究。大部份的民間創作體裁已逐漸消亡，其中包括壯士歌、童話與歷史歌曲等。但是作為話語體裁的民間預兆不同於上述創作，在現代俄羅斯語言文化學的地位仍極為穩固，Primeta.yaxy.ru、Primety.net等相關網站即可間接證明該論點。 本論文旨在研究民間預兆於俄語國家語料庫(НКРЯ)十八世紀末至二十一世紀初文學及政論作品中的語義與語用功能。學者的首要研究著重在天氣徵兆、與天氣息息相關的禮俗、產業、日子以及其他主題性的預兆。對與物品相關，且含有「錢」、「房屋、器具」、「食物」、「衣服、鞋、配飾」等意義關鍵成分的預兆研究相對少很多。因此，對它們的研究便顯得更加重要。

在大學入學考的英文科目中，英文作文的考題以敘述文與論說文兩種類型最為常見。特別注意的是，於每年二月份所舉行的大學學測的英文考科中，2004年至2014年間，敘述文的出現次數高達八次。因此，如何教導學生進行英文的敘述文寫作是每位高中英文老師所要面對的課題。此外，記敘文與敘述文均為描寫形式的文章，學生容易對這兩種文體產生混淆，可能影響學生的敘述文體的英文寫作而造成負面的影響。 為了幫助學生能夠了解敘述文體的特性，本研究經由以英文母語者的文章整理出七項關於敘述文的特性。此外，本研究也利用敘述文的七項特性來檢驗五篇高中英文教科書的文章與五十篇學生的英文文章，除了審視這五十五篇文章是否達到七項特性之外，也利用學生敘述文的分數發現會影響分數的語言特徵。最後，藉由研究中的發現給予英文教科書編寫與英文敘述文教學及學習上的建議。 / The most common styles of English writing in the college entrance exam are narratives and expository. Furthermore, narrative writing occurs more frequently than expository in the General Scholastic Ability Test (GSAT) held in early February every year. During the years 2004 to 2014, writing a narrative with sequential pictures was used eight times to evaluate Taiwanese senior high school students' English writing abilities. Therefore, the teaching and learning of English narratives is of a great importance for teachers and students in Taiwanese senior high schools. In order to help the teaching and learning of narrative writing, this study aims to find out the linguistic features of the narratives based on the analysis of English narratives written by native speakers. Then, according to the seven linguistic features of the narrative found in this study, fifty-five narratives from Taiwanese English textbooks and senior high school students were investigated to know whether the seven linguistic features were presented. Furthermore, to determine the significant grades-related linguistic features of students' narratives, the grades of students' narratives and the linguistic features are examined in this study. Lastly, by using the findings of the study, some pedagogical implications are offered for English textbooks, the teaching and learning of the narrative style.

科学研究費補助金 研究種目:基盤研究(C) 課題番号:22520559 研究代表者:水戸 博之 研究期間:2010-2014年度(予定)

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