領域專屬語言的設計理念是希望能夠協助使用者在特定領域上解決特定問題。然而，大多數領域專屬語言的開發環境與工具均非常貧乏，這將會增加使用者在開發程式上的困難。 所以本研究利用模型導向技術來建構一套生成系統，使用者只要輸入領域專屬語言的語意以及偵錯定義，就能快速生成語言的執行與偵錯環境，並提供完善的操作介面，輔助使用者加快程式開發的速度。 / The purpose of creating domain-specific languages (DSLs) is to help user solve problems in a particular domain. However, most DSLs are lack of development environments and tools, which would be more difficult to develop programs. This thesis is aimed to develop a generating system based on model-driven technology. Given the semantics and debugging definitions of a domain-specific language, the system would be able to generate an executing and debugging environment for the language with friendly user interface, thus improving efficiency and productivity of using the language.

大多數台灣英語學習者在進入大學前已經習得相當數量的英文字彙，即便如此，他們仍然會誤用常見的搭配詞 (例如: [do/make+noun])。本論文藉用兩種語料庫 (分別為台灣英語學習者語料庫及英國國家語料庫)來分析、觀察[do+noun]和[make+noun]的異同以及英語母語人士及台灣英語學習者使用[do/make+noun]狀況。結果顯示台灣英語學習者和英語母語人士最大的不同在[make+noun]：就語意層面而言，最常被英語母語人士使用的[make+noun]為 ‘to perform, to carry out’ (例如: make a speech, make a fine judge, etc.) 而台灣英語學習者偏好 ‘to create’ (例如: make a sushi, make a robot, etc.)；就名詞特性而言，母語人士偏向使用抽象的名詞 (例如: comment, progress, etc.) 而學習者習慣使用具體的名詞 (例如: robot, sushi, etc.)。除了語料庫語料分析，本論文還透過心理語言學實驗測驗 (即圖片引述實驗－受試者描述他們不熟悉的動作) 觀察母語人士和學習者使用常見的搭配詞－[do/make+noun]－的差異。台灣英語學習者使用為數不少廣義的[do+noun] (例如：do exercise 或 do sports) 而英語母語人士傾向使用帶有具體意義的動詞 (例如:sit-up) 或搭配詞 (例如: do sit-up)。幾乎沒有母語人士使用[make+noun]而大多數學習者使用的是[make+noun]－當make做為causative的用法。根據此實驗分析，本論文提出一個模型來探討英語母語人士和英語學習者對[do/make+noun]的使用異同。 / Learners of English in Taiwan are estimated to reach a certain command of vocabulary size before they enter colleges. However, they still differ from native speakers in producing the commonly-used patterns, such as [do/make+noun]. In order to observe the similarities and differences of [do+noun] and [make+noun], as well as their uses by EFL learners, this paper inspects their senses using two types of corpus data, namely a Taiwan-based learner corpus and the British National Corpus. The results show that learners differ from native speakers mainly in their use of [make+noun]. For example, the most frequent sense used by native speakers is ‘to perform, to carry out,’ as in make a speech, make a fine judge, etc., whereas that used by Taiwanese learners is ‘to create’ as in make a sushi, make a robot, etc. With respect to the characteristic of the noun following make, native speakers tend to choose abstract nouns, such as comment, progress, etc., whereas learners prefer concrete nouns, such as robot, sushi, etc. A psycholinguistic experiment is also included in order to see whether learners use language with general meanings, such as [do/make+noun], more in describing situations unfamiliar to them. Results show that [do+noun] patterns with a more general meaning (e.g., do exercise or do sports) are more often used by the learners in our experiment while native speakers prefer language with a more precise meaning (e.g., sit-up or do sit-up). Few [make+noun] constructions are found in native speakers’ language whereas learners produce numerous [make+noun] constructions, mostly the causative uses of make.

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University of Macau / Faculty of Social Sciences and Humanities / Department of Chinese

台灣閩南語（以下簡稱台語）的研究近年日益受到重視，但討論台語分類詞的文獻卻相當稀少。分類詞定義不清，是歷年文獻對台語分類詞看法不一或略而不談的主因。同樣地，由於台語分類詞的定位不明，也使得分類詞在台語教學中未能受到應有的重視。 　　因此，本論文將以Her & Hsieh（2010）和Her（2012）所提出的分類詞與量詞的語法測試、集合論差異、和語意數值作為基礎，重新界定分類詞，並依此定義，重新審視歷年文獻所提出的台語分類詞或量詞語料。這些文獻和語料的來源涵蓋了教育部或教育局、國科會研究計畫、語言學者、資深台灣閩南語教師、及一手田野調查的資料。本論文將文獻依其對分類詞的定位分成三大類：量詞（未提及分類詞時）、分類詞視為量詞次類（如：個體量詞等）、分類詞。 　　本論文研究目的有四：首先，藉由明確的分類詞定義，重新檢視文獻中的分類詞或量詞語料，盡可能呈現出台灣閩南語的分類詞清單。其次，以這些此分類詞清單基礎，歸納出台灣閩南語分類詞的語意歸類系統。第三點，對比台灣閩南語和台灣華語的分類詞語意歸類系統。最後，將觀察到的兩方言差異提供給台語教學者作為分類詞教學上的參考依據。

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