本文主要的目的在於發掘運用中國語文特性的文學修辭趣味及其遊戲性質，從而強調 中國語文特性對於文學的影響。 本文一冊，計十五萬字，共分七章二十節。 第一章，中國語文的特性概說。旨在分析中國語文特性的形成及其影響。 第二章，中國語文的特性與中國文學的修辭現象。旨在說明中國語文特性與中國文學 修辭現象之關係。 －－以上一、二章為本文概論部分。 第三章，運用中國字形特質的文學遊戲趣味。 第四章，運用中國字音語音特質的文學遊戲趣味。 第五章，運用中國字序語法特質的文學遊戲趣味。 第六章，運用中國字序語法特質的文學遊戲趣味。 －－以上三、四、五、六章為本文主論部分。旨在探討運用中國字形、字音語音、字 義詞彙、字序語法特質，所造成的文學修辭趣味及其遊戲性質。 第七章，結論。總結本文並提出餘論。

為了解決代理者程式在開放式網際網路上溝通的問題，我們採用了語意網中本體論的技術。目的是透過可信度等多個本體論的使用，代理者程式可以進行具有語意程度的溝通以完成代理者程式的互信。研究中，我們利用了DAML+OIL這種具有強大的表達能力的語言來描述數位電子憑証及安全相關的字彙，以及代理者程式彼此間的關係以便於檢驗代理者可信度，最後我們藉代理者程式的認証、授權等的溝通協定來達成資訊網服務的資源及可信度的控管機制。 / We use ontology technology from the Semantic Web to solve the agent communication problem. The idea is to build trust and other ontologies for the multi-agent system to ensure semantic level agent communication on agent trust control. In this research, we use a powerful ontology language, i.e. DAML+OIL to explicitly describe a variety of digital certificates and the relationship among agents for agent trust verification. Furthermore, we fulfill the resource and trust control mechanism using agent authentication/authorization communication protocols on the Web Services environment.

教育部自九十年度起實施九年一貫英語教學課程，由於學生程度不一，班級人數過多，教學媒體不足，研究報告指出應該成立英語教學資源中心，提高教師教學品質，規劃線上輔助教學，以增進學生學習機會及學習效果。 本研究從知識管理角度探索英語線上輔助教學，建構英語教學內容知識結構模式及教學知識流程架構；俾使線上教學具備語意查詢機制，開啟英語線上輔助教學創新模式。 英語教學內容知識框架（English Content Knowledge Ontology）抽象化類別具多重之階層、對等及相依關係。將內容知識抽象化類別實體化，其類別與實體之集合，即為本範例所建構之知識框架。 本研究引介物件導向，視內容知識為一個物件，具有不同之狀態及行為；將狀態與行為封裝，物件與物件間藉由訊息進行協調動作，達成整體運作之功能。學生亦為學習流程中一個物件，具有不同之屬性及行為；透過訊息之交換、進行任務協調，達成學習之最終目的。 以UML表示法建構英語線上學習流程三大模型：功能模型─使用案例模型將使用者對系統的需求模型化，靜態模型─物件模型抽出物件，表現出靜態的結構，動態模型─表示出物件與物件之間訊息的流向。 研究中試圖探討有關國小英語線上輔助教學網站之現況。未來期望架構具備語意檢索機制之網站，採自由選擇學習、多元適切評量模式，能紀錄分析學習及測試結果，建立學習紀錄（包括學習風格、習性、態度及學習效果等等）以期增進學生學習機會，分享教學資源。 藉由新的學習模式，學生可以獲得自我成長的資源，同時希望可以喚起更多關懷英語教學網站之研究與發展，為我們的孩子及新的學習方式注入更多生命力。本研究所建構之模式，希望能作為未來發展兒童英語線上學習之參考，以提昇國內兒童英語教育實施之成效。 關鍵詞：九年一貫英語課程、知識管理、知識本體、語意資訊檢索、物件導向、UML / The Grade 1-9 English Teaching Curriculum was put into practice by the Ministry of Education in 2001. Due to the fact that there are too many students in each class and that there is not enough teaching media, the students fall into different levels in English proficiency. Some research concluded that an English Teaching Resource Centre should be established to enhance teachers’ teaching quality and to provide an on-line teaching aid, hence to give the students more learning opportunities and to improve their learning effects. In this study, the on-line English teaching aid was discussed from the viewpoint of Knowledge Management. English Content Knowledge Ontology and English Teaching Knowledge Flow Architecture were suggested to provide an on-line teaching aid with a semantic retrieval system so as to initiate an innovative model for on-line English teaching aids. The English Content Knowledge, Ontology, a model of English domain knowledge, defines the concepts and their attributes, as well as the multiple relationships between the concepts: Class（vertical）, Reciprocity（horizontal）, and dependency（grouping）relationships. An “instance” is hypostatized from an abstract class, and the integration of the abstract classes and the instances represent the English Content Knowledge Ontology built up in this research. The present study has introduced Object Oriented concept that deemed the English content knowledge as an object and as an instance with different Attributes and Operations. Encapsulated attributes and operations engaged in coordination among different objects through exchanges of messages, and resulted in the achievement of the overall system operations. Meanwhile, each student would also be an object in the course of the study and possess different attributes and operations. The final goal, learning, could be achieved through the exchanges of messages for mission coordination. UML was applied in the study to construct the three major models in the on-line English learning. Functional Model – Use case Diagram to model the user’s requirements for the system； Static Model – Class Diagram to abstract an object for showing a static architecture； Dynamic Model – Sequence Diagram to describe the information flow among the objects. This research also attempted to explore the present circumstances of the primary school’s on-line English teaching aid websites. It illustrated the needs of developing architecture for a website with semantic retrieval functions, multiple choice ways of learning and diversified modes for learning assessments It will be able to record and analyse the learning effect and test the result, building up learning records (including learning style, habit, attitude and learning effect) in order to provide each student with more learning opportunities and to share teaching resources with all of the teachers. Through the new learning model, the students are able to obtain learning resources to grow by themselves. The present study also urged more concern on the research and development of the English teaching website in order to provide more vitality to our children and their new learning methods. The model built up in this study may serve as a reference in the development of effective on-line English learning for children. Key words: Grade 1-9 English Teaching Curriculum, Knowledge Management, Ontology, Semantic Retrieval System, Object Oriented, UML

由於對資訊科技以及網際網路/和企業內網路的依賴持續加深，異質資訊整合在電子化企業中已經成為一個普遍存在而且相當重要的議題。因為在缺乏整合的情形下個別地存取異質資訊來源可能會造成資訊的混亂，而且在電子化企業的環境中，這麼做也不符合成本效益決策支援管理分析。在傳統異質資訊整合的研究中，通常會創造一個共同資料模式來處理異質性的問題，而可延伸性標記語言已經成為網路上交換資訊時的標準文件格式，使得XML成為整合工作中共同資料模式的一個很好的候選者；然而，XML僅能夠處理結構異質性，無法處理語意異質性，而本體論被視為是一個重要而且自然的工具可以用來表現真實世界中模糊不清的語意和關係，因此，在本研究中也加入了本體論以期達到異質資訊整合中的語意互動性。 在本篇論文中，我們提出一個以學名結構導向非特殊隨機式對應的方法來產生全區域綱要方法（Global Schema），以促成非傳統而是以網路為基礎的異質資訊整合。我們也提出一個對異質資訊來源較具智慧性的查詢方法，該查詢方法應用了global-as-view （GAV）全區域景觀導向方法加上本體論觀念運用，可以同時提高對底層異質資訊來源的結構互動性和語意互動性。我們透過雛型系統的實作來驗證本研究所提供的異質資訊整合方法的可行性。 / The research issues of heterogeneous information integration have become ubiquitous and critically important in e-business (EB) with the increasing dependence on Internet/Intranet and information technology (IT). Accessing the heterogeneous information sources separately without integration may lead to the chaos of information requested. It is also not cost-effective in EB settings. A common general way to deal with heterogeneity problems in traditional HII is to create a common data model. The eXtensible Markup Language (XML) has been the standard data document format for exchanging information on the Web. XML only deals with the structural heterogeneity; it can barely handle the semantic heterogeneity. Ontologies are regarded as an important and natural means to represent the implicit semantics and relationships in the real world. And they are used to assist to reach semantic interoperability in HII in this research. In this thesis, we provide a generic construct orientation no ad hoc method to generate the global schema to enable the web-based alternative to traditional HII. We provide a wiser query method over multiple heterogeneous information sources by applying global-as-view (GAV) approach with the use of ontology to enhance both structural and semantic interoperability of the underlying heterogeneous information sources. We construct a prototype implementing the method to provide a proof on the validity and feasibility.

本文研究漢語的連動結構。首先我們先將連動結構的定義做一個清楚的界定，之後再從動詞間的語意面著手，對連動結構中動詞間的語意關係，提出詳盡的說明與解釋。除此之外，根據連動句中詞彙的受限性以及動詞間的語意關聯性這兩個原則，我們再進一步將漢語的連動結構區分為四個類型。最後，我們從句法的層面切入來探討漢語的連動結構。我們認為不同的語意解讀是由於不同的句法結構所導致。 / This thesis investigates serial verb constructions (SVCs) in Mandarin Chinese. The serial verb constructions are often confused with other superficially similar structures; thus, the first objective of this study is to explicitly delimitate the definition of SVCs and to differentiate them from other structures. In addition, we will further explore the semantic relationship between the serial verbs and classify SVCs into several types according to the V1-V2 correlations, the independence between sub-events, and the lexical restrictiveness of the verbs. We will then analyze the syntactic relationship of the verbs. Finally, we also propose that there are two possible structures for SVCs in Mandarin. Chapter 1 is a brief introduction of the term “serial verb construction.” We will first go over its definitions, the functions it can convey, and the geographical distribution of languages with SVC. In Chapter 2, we will present the distinguishing characteristics of SVC and distinguish it from other similar structures. In Chapter 3, we will present different semantic correlations between the VPs. In Chapter 4, we will classify Mandarin SVCs into different subtypes based on the lexical and semantic criteria. Chapter 5 presents the tentative syntactic analyses of Mandarin SVCs. Chapter 6 concludes this paper.

本論文藉由分析三十二位主修英語的研究生所寫的克漏字測驗以及引導寫作來探討其使用完成式的情形。文中的討論主要涵蓋了三個面向：語言形式和語意之間的連結，語法體(grammatical aspect)與情狀體(lexical aspect)之間的關聯，以及語法體與篇章組織(discourse organization)之間的關係。本篇研究發現，進階學習者能將完成式的語言形式正確使用，但是似乎仍未能達到高度的適當使用(appropriate use)。此外，研究發現學習者有使用完成式的動詞似乎偏向於其語意中帶有終點(endpoint)或結果狀態(result state)的類別，此項發現並支持之前文獻的研究結果。最後，結果亦顯示學習者在篇章中所使用的完成式似乎具有情景建立的功能(scene-setting function)，幫助他們在文章的開頭建立起背景。 / This study aims to explore the advanced learners’ use of the perfect aspect from the perspectives of form-meaning matching, lexical aspect influence and discourse organization influence. Thirty-two English-majored graduate students participated in the present study and they had to complete two tasks: a cloze test and a composition. With a careful examination over the collected data, these advanced learners’ use of the perfect aspect could be summarized as the following. First of all, they showed better formal accuracy than appropriate use of the perfect aspect. Although they presented more underuse in the task of cloze, they had more overuse in their compositions. Secondly, it was found that the perfect aspect was closely related to the verbs involving a semantic endpoint. These verbs, according to Vendler’s classification, are ACCOMPLISHMENTS and ACHIEVEMENTS. Finally, the learners in the present study showed a tendency of using the perfect aspect as the scene-setting function in the opening paragraph of their compositions.

在多人虛擬環境系統的設計上，讓使用者能自行設計化身的行為，並即時以動畫元件的形式安裝到虛擬世界中，是3D內容能否達到共享的關鍵。本論文主要研究的部分包含三個部分：第一個部分是提供虛擬環境系統動態載入動畫元件的機制，使得虛擬環境系統可以動態加入客製化之化身行為；第二個部分是在現有的虛擬環境系統中加入語意的描述，並增加互動訊息傳送時的彈性；第三個部分是實現可客製化的動畫元件，分別以化身和環境間以及化身彼此間的互動，來說明上述機制的可行性。在動態的載入動畫元件的部分，客製化的動畫元件在系統上得以即時安裝並執行。動畫元件在安裝上可使用XML片段，並交由OSGi Framework中的服務來處理此XML標籤。另外，在加入物件的語意描述後，使得這些動畫元件可以取得世界的資訊，並進一步產生符合當時環境限制或應用需求的動畫。我們以Ontology來描述環境和化身的資訊，並實際製作路徑規劃器元件和化身間互動元件兩個範例。我們利用動態安裝及語意資訊兩個機制，以實例說明如何達到實現化身可客製化行為之目的。 / In the design of multi-user virtual environments, in order to share 3D contents designed by users, it is crucial to allow the behaviors of an avatar to be designed as animation components and loaded at the run time. In this thesis, we attempt to address the problem of designing a semantic virtual environment by considering the following three parts. First, we have designed a mechanism for user-designed animation procedures to be installed and loaded at run time. Second, we have augmented our virtual environment system with semantic descriptions and enhanced the flexibility of message interchange. Third, we have used two types of interaction scenarios, avatar-environment and avatar-avatar, to illustrate how customized animation components can be designed to enhance the functionality of a virtual environment. In our system, we allow users to design their own XML tags and the corresponding animation components managed in the OSGi framework. These components can acquire world information and generate appropriate animations according to application requirements and environment constraints. We have used ontology to describe the semantics of environments and avatars. Two example components: the motion planner and the avatar-avatar interaction have been designed to illustrate the dynamic installation process and the retrieval of semantic information for the realization of customizing avatar behaviors.

本文透過操弄雙字詞詞首的語意(sense)多寡和左右視野，試圖探討中文雙字詞的語意表徵和左右大腦對於多意詞(polysemy)的處理機制。實驗一顯示的左右腦結果和Pylkkänen等人在2006年的MEG研究相似，也就是左腦的多意詞促進效果，支持多意詞單一表徵的型態；然而，右腦卻呈現多意詞抑制的效果。這樣的現象產生兩者可能解釋：(1) 右腦還是屬於單一語意表徵，但由於右半腦處理語意的特性，導致和左腦得到不同的結果；(2)右腦的結果是來自於右腦屬於語意多重表徵(separate entries)的因素。為了要釐清這些說法，實驗二進一步的改變作業深度，讓受試者做詞類判斷作業，企圖讓受試者進行比較深層的語意處理。實驗二結果顯示，在改變作業深度之後，我們的確得到右腦語意促進效果，所以證明右腦的語意屬於單一表徵，在比較深層作業處理階段，因為左右腦處理語意的特性，使得右腦有機會呈現實驗預期的結果。另外，在動詞、名詞事後分析的結果中，我們也發現動詞、名詞的語意效果在大腦有不同的分布區位。名詞的語意效果分布在大腦中間偏後的位置；動詞則是主要分布在大腦前額一帶 總結以上發現，本研究的發現支持過去學者所提出的多意詞單一表徵的說法；第二、本研究對左右半腦處理語意特性，也符合過去的假設，也就是左腦擅長主要、細微的辨識，右腦則擅長維持次要、普遍語意。第三、本研究額外的發現是，動詞、名詞的語意效果在大腦有不同的分布，意味著不同的詞類在大腦可能有不同的表徵。 / Acknowledgements …………………………………………………………iv Tables…………….……………………………………………………………ix Figures …………………………………………………………………………x Chinese Abstract …………………………………………………………xii English Abstract ………………………………………………………xiii CHAPTER 1. INTRODUCTION ……………………………………………………..……1 1.1 What are senses? Homonymy vs. Polysemy …………………….1 1.2 English words vs. Chinese compounds ………………………….3 1.3 Hemispheric processing of semantic ambiguity ……………4 2. REVIEW OF RELATED PSYCHOLINGUISTIC RESEARCH ………………6 2.1 Neighborhood size effect in English …………………………6 2.2 Neighborhood frequency effect …………………………….……9 2.3 Event-related potentials (ERPs) vs. neighborhood size effect....11 2.3.1 Event-related potentials ………………………………….11 2.3.2 The advantages of electrophysiological techniques …12 2.3.3 Language-related ERP components ……………………….…12 2.3.4 The neighborhood size effect and. ERPs ……………..14 2.4 Neighborhood size effect in Chinese ……………………….16 2.5 Lexical ambiguity in English—homonymy vs. polysemy……… 22 2.5.1 Mixed results of ambiguity effects ………………………23 2.5.2 Polysemy—separate entries or single entry? …………25 2.5.3Some evidence for single entry hypothesis of senses…27 2.6 Lexical ambiguity in Chinese …………………….……………26 2.7 Hemispheric asymmetry in lexicon processing ……………33 3. EXPERIMENT 1 ………………………………………………………………38 3.1 Experiment 1... ..……………………………………….….....39 3.1.1 Participants …………………………………………………………39 3.1.2 Materials ……………………………………………………………39 3.1.3 Procedure ……………………………………………………………40 3.2 EEG recording parameters …………………………………………41 3.3 EEG data analysis procedure …………………………….....42 3.4 Results ……………………………………………………………………43 3.4.1 Behavioral data of sense effect ……………………………43 3.4.2 Behavioral data of lexicality effect ……………………44 3.4.3 Event-related potentials ………………………………….…45 N170 (150- 180 ms) …………………………………………………46 Frontal P200 (220-260 ms) …………………………………….……47 N400 …………………………………………………………………48 3.5 Discussion ……………………………………………………………51 4. EXPERIMENT 2 ……………………………………………………………57 4.1 Experiment 2 …………………………………………………………58 4.1.1 Participants ………………………………………………………58 4.1.2 Materials …………………………………………………………58 4.1.3 Procedure ……………………………………………………………59 4.2 Results …………………………………………………………………60 4.2.1 Behavioral data ……………………………………………………60 4.2.2 ERP data ……………………………………………………………61 N170 (150-180 ms) ………………………………………………....62 Frontal P200 (220-260 ms) …………………………………………63 N400 (350-500 ms) …………………………………………………63 4.3 Discussion …………………………………………………………………….65 Nouns and verbs ………………………………………………………67 4.4 Re-analyses …………………………………………………………69 4.4.1 Behavioral data ……………………………………………………69 4.4.2 ERP data ……………………………………………………………....71 Nouns …………………………………………………………………71 Verbs …………………………………………………………………74 4.5 Discussion 2 ………………………………………………………77 5. GENERAL DISCUSSION AND CONCLUSIONS ………………………81 5.1 Separate entries or single entry? …………………………81 5.2 Hemispheric processing of polysemy in different depth of tasks ………....82 5.3 Nouns and verbs ………………………………………………………84 5.4 Conclusions …………………………………………………………….85 References ……………………………………………….……………………86 Appendixes ………………………………………………………….…….94 / The current study used the manipulation of visual field and the number of senses of the first character in Chinese disyllabic compounds to investigate the representation of senses and the hemispheric processing of semantic polysemy. The ERP results in experiment 1 revealed crossover patterns in the LH and RH, which resembled the MEG data in Pylkkänen et al.’s study (2006). The sense facilitation in the LH was in favor of the assumption of single entry representation for senses. However, the inhibition in the RH yielded two possible interpretations: (1) the nature of hemispheric processing in dealing with semantic ambiguity; (2) the semantic activation from the separate-entry representation for senses. To clarify these possibilities, the depth of the task was changed. Experiment 2 was designed to push subjects to a deeper level of lexical processing through the word class judgment task. The results revealed the sense facilitation effect in the RH and suggested that in a deeper level, the RH had more possibility to observe the sense facilitation due to different efficiency of cerebral hemispheres in dealing with ambiguity. By chance, planned comparisons of the sense effect in different word classes suggested different distributions of the sense effects for nouns and verbs. For nouns, the sense effects were located in central-to-parietal areas while for verbs, the sense effects mainly were from the frontal area. In sum, the current study was in support of the account of single entry representation for senses, which was consistent with previous findings proposed by Beretta et al. (2005), Pylkkänen et al. (2006), and Rodd et al. (2002). Second, the research demonstrated that cerebral hemispheres played a role in semantic activation in a complementary way in which the LH was engaged in fine and focused semantic coding while the RH was more sophisticated in coarse coding and maintaining alternate meanings (e. g. Beeman & Chiarello, 1998; Burgess and Simpson, 1988). When the depth of tasks was changed, the RH advantage for the processing of semantically related senses was observed. Third, different distributions of the sense effects for nouns and verbs implied the distinct representations for different parts of speech in the brain.

本研究以1993年到2017年3月間的193篇FOMC Minutes作為研究素材，先採監督式學習方法，利用潛在語意分析（latent semantic analysis，LSA）萃取出升息、降息及不變樣本的潛在語意，再以線性判別分析(Linear Discriminant Analysis, LDA)進行分類；此外，本研究亦透過非監督式學習方法中的探索性資料分析(Exploratory Data Analysis, EDA)，試圖從FOMC Minutes中找尋相關變數。研究結果發現，LSA可大致區分出升息、降息及不變樣本的特徵，而EDA能找出不同時期或不同類別下的重要單詞，呈現文本的結構變化，亦能進行文本分群。 / In this study, 193 FOMC Minutes from 1993 to March 2017 were used as research materials. The latent semantic analysis (LSA) in supervised learning methods was used to extract the potential semantics of interest rate increased, decreased, and unchanged samples, and then linear discriminant analysis (LDA) was used for classification. In addition, this study attempts to find relevant variables from FOMC Minutes through exploratory data analysis (EDA) in unsupervised learning methods. The results show that LSA can distinguish the characteristics of interest rate increased, decreased, and unchanged samples. EDA can find relevant words in different periods or different categories, show changes in the text structure, and can also classify the texts.

本論文擬論述臺語述補式結構之語法與語意特性。述補式複合結構由兩個動詞或一個動詞及一個表示此一動詞之時帽組合成。由於臺語文獻中缺乏此類結構之研究，我們瀏灠了漢語中有關術補式複合動詞之研究，並採用張郇慧教授以論旨結構為本之分析模式。此結構之形成與論旨結構及句法上之及物性密切相關。除了此結構之形成外，我們亦討論其句法及語意系統與論旨結構之關聯。我們希望能藉此研究對此結構提供清楚而基本之概念。 / The previous studies on Taiwanese focus on the phonology and written forms, but few on other fields.In the thesis, we adopt a widely usde structure: Verb-Complement Construction to explore the syntax and semantics of the construction.Verb-Complement Constructions consist of two verbs or one verb plus a functional item which specifies verbal of the first verb. Due to the lack of previous studies on the topic, we first review several analyses on Mandarin Verb-Complement Compounds and adopt Chang's (1994) argument-structure-based analysis as the research approach. We propose that two factors contribute to the formation of this construction: syntactic transitivity and argument structure.The argument structure is divided into two categories: full-fledged and degenerated. Verb-complement Constructions, syntactically speaking, are formed by the combinations of transitive-transitive, intransitive-intransitive, and transitive-intransitive. Verb-Complement Constructions with full-fledged argument structure are distinguished into eight types based on the five types of this construction in terms of syntactic transitivity; Verb-complement constructions with degenerated argument structure are classified into four types based on the four kinds of this construction in terms of syntactic transitivity. We argue that different syntactic structures such as middle forms, verb copying constructions, HO construction, and KA construction as well as semantics of the construction can be effectively accounted for by argument structure.By the study, we hope to provide a fundamental and clear picture on the construction.