Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 212-232). / Electronic reproduction. / Also available by subscription via World Wide Web / xiv, 232 leaves, bound 29 cm

The lexicon of modern Chinese is composed mainly of disyllabic compound words; some of the compounds are separable, while others are not. Hindered by problems with the definition of the Chinese word and by the concept of separate grammatical levels on which morphological, syntactic and semantic processes occur, previous linguistic studies have been unable to fully account for the separability of some compounds and for the relationship of compound separability to phrase separability. This dissertation finds that, with morphemes having the same syntactic association with other morphemes that words or phrases have with other words or phrases, categorial rules logically explain the common syntax of Chinese words and phrases. In categorial grammar analysis based on the work of Ajdukiewicz (1935), Montague (1974), Partee (1972; 1975), and Bach (1983; 1984), categories are determined by functions associating the expressions in component sets, and syntactic operations build categories up into larger derived categories according to specified functor-argument relations. In the present analysis of Chinese, to the set of the non-verb general category belong morphemes, words and phrases whose form classes are not verbs and which are generic names. Argument expressions, both compound words and verb phrases which belong to this category, combine with the intransitive/non-verb general functor to form the IV category. Rules operating by concatenation, cliticization and wrapping account for the occurrence of resultative expressions, aspect markers, and expressions of time duration or time frequency between the components of separable compounds. Further, the hierarchy of thematic roles devised by Jackendoff (1972) is applied to account for cases in which the functors in IV combine with more than one argument. In this way, an analysis which combines principles of morphology, syntax and semantics is able to account for the identity of compound and phrase separability and derive grammatical sentences for the language.

published_or_final_version / Chinese / Doctoral / Doctor of Philosophy

by Xu Yulong. / Thesis (M.A.)--Chinese University of Hong Kong, 1984 / Bibliography: leaves 170-176

Deng, Xiangjun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 179-184). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Table of Contents --- p.vi / List of Tables --- p.ix / List of Figures --- p.x / Abbreviations --- p.xi / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Resultatives and the resultative verb compound in Mandarin --- p.1 / Chapter 1.2 --- Compositionality and event structure --- p.4 / Chapter 1.2.1 --- Compositionality --- p.4 / Chapter 1.2.2 --- Event structure --- p.5 / Chapter 1.3 --- Linguistic representation of the Mandarin RVC --- p.10 / Chapter 1.4 --- Issues of language acquisition --- p.11 / Chapter 1.4.1 --- Acquisition of the resultatives and complex morphological forms --- p.11 / Chapter 1.4.2 --- Issues addressed by previous studies on the acquisition of Mandarin RVCs --- p.14 / Chapter 1.5 --- Objectives of the present study --- p.16 / Chapter 1.6 --- Organization of the thesis --- p.18 / Chapter Chapter 2 --- The Resultative Verb Compound in Mandarin and Acquisition Issues --- p.20 / Chapter 2.1 --- RVC typology --- p.20 / Chapter 2.1.1 --- The result-state RVC --- p.23 / Chapter 2.1.2 --- The directional RVC --- p.24 / Chapter 2.1.3 --- The completive RVC --- p.26 / Chapter 2.2 --- The lexicalist approach to the RVC --- p.27 / Chapter 2.2.1 --- The syntactic vs. lexicalist approaches --- p.28 / Chapter 2.2.2 --- In defense of the lexicalist analysis of RVCs --- p.37 / Chapter 2.2.3 --- Lexical formation rules and acquisition --- p.46 / Chapter 2.3 --- Compositionality and event structure --- p.48 / Chapter 2.3.1 --- Compositionality --- p.48 / Chapter 2.3.2 --- "Event structure, aspect and headedness" --- p.55 / Chapter 2.4 --- Issues in the acquisition of Mandarin RVC --- p.68 / Chapter 2.4.1 --- Rule-based vs. usage-based learning --- p.68 / Chapter 2.4.2 --- Event structure and aspect --- p.73 / Chapter 2.4.3 --- Predictions --- p.76 / Chapter Chapter 3 --- RVCs in the Naturalistic Speech of Two Mandarin-speaking Children --- p.78 / Chapter 3.1 --- Methodology --- p.78 / Chapter 3.2 --- Overview of the results --- p.83 / Chapter 3.3 --- Types of RVCs used by children --- p.84 / Chapter 3.4 --- Compositionality --- p.89 / Chapter 3.4.1 --- ZTX's data --- p.90 / Chapter 3.4.2 --- CY's data --- p.95 / Chapter 3.4.3 --- Discussion --- p.98 / Chapter 3.5 --- Event structure and aspect --- p.109 / Chapter 3.5.1 --- Children's use of aspect markers --- p.109 / Chapter 3.5.2 --- Children's use of the RVC with le --- p.113 / Chapter 3.5.3 --- V1-only uses --- p.120 / Chapter Chapter 4 --- Children's Comprehension and Production of Novel RVCs --- p.124 / Chapter 4.1 --- Methodology --- p.124 / Chapter 4.1.1 --- Rationale --- p.124 / Chapter 4.1.2 --- Subjects --- p.125 / Chapter 4.1.3 --- Materials --- p.126 / Chapter 4.1.4 --- Testing procedure --- p.130 / Chapter 4.1.5 --- Data analysis --- p.135 / Chapter 4.2 --- Experimental results --- p.138 / Chapter 4.2.1 --- Child performance on novel RVCs --- p.138 / Chapter 4.2.2 --- Adult performance on novel RVCs --- p.140 / Chapter 4.3 --- Error analysis --- p.142 / Chapter 4.3.1 --- Errors in children's comprehension and use of RVCs --- p.142 / Chapter 4.3.2 --- Errors in adults' comprehension and use of RVCs --- p.145 / Chapter 4.4 --- Summary of findings --- p.147 / Chapter Chapter 5 --- Discussion and Conclusions --- p.152 / Chapter 5.1 --- "Children's use of RVCs: productivity, compositionality and event structure" --- p.152 / Chapter 5.2 --- Theoretical implications --- p.155 / Chapter 5.2.1 --- The lexicalist vs. syntactic approaches --- p.155 / Chapter 5.2.2 --- The rule-based vs. usage-based accounts --- p.156 / Chapter 5.2.3 --- Compositionality and event structure --- p.160 / Chapter 5.3 --- Conclusions --- p.162 / Appendices --- p.166 / Appendix 1 Subjects of the experiment --- p.166 / Appendix 2 Test items in the experiment --- p.168 / Appendix 3 Compositional and non-compositional RVCs used by children --- p.171 / References --- p.179

published_or_final_version / Linguistics / Doctoral / Doctor of Philosophy

The majority of scholars proved that the explicit and implicit instructions could measure the rules complexity however the explicit instruction has more centered on the complex rules and since there is no available equivalent criteria of rule complexity; therefore the issue that whether teachers’ perceptions are trustworthy on rules complexity is still questionable. My research seeks to fill the gap in Pawel Scheffler’s (2011) research Rule Difficulty: Teachers’ Intuitions and Learners’ Performance by including both explicit and implicit instructions in Chinese teaching to indicate whether there is significant consensus between the teachers’ perceptions and students’ performance. In this study, 14 teachers were asked to assess the difficulty of ten language points, while 38 students were tested on sentence making for their explicit knowledge and on the timed Grammaticality Judgment Test (timed--‐GJT) for their implicit knowledge. The results of both tests were compared with the teachers’ assessment and the Spearman’s rank order correlation coefficient was calculated. My hypothesis is that there is a significant negative correlation between the teacher’s perception of rules difficulty and the students’ performance, that is, the language points that the teachers found difficult were indeed troublesome for the students too. The Spearman’s rank order correlation of teachers’ perceptions and students’ learning were found -0.59 and ‐0.34 respectively, however, the results of their p‐value were 0.07 and 0.34 respectively, the hypothesis was doubted. The implication of the conclusion on the selection of teaching method is discussed. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Language Studies / Master / Master of Arts

No description available.

Thesis (Honors)--College of William and Mary, 2008. / Includes bibliographical references (leaf 52).