La thèse présentera nos recherches sur le pronom personnel du chinois sur les plans syntaxique, sémantique et pragmatique. Les approches synchronique diachronique et typologique seront conjuguées pour étudier le nombre, et sa fonction. Les conclusions qui en découlent sont les suivantes: (1) La fusion phonétique du pronom personnel et la marque du pluriel «men » [+humain] se divise en quatre types et son évolution pourrait s’expliquer par le phénomène « cline » dans le processus de grammaticalisation.(2) La subjectivité et l’objectivité ont causé la différence fonctionnelle des pronoms. (3) Les noms et les démonstratifs constituent les sources du système pronominal en chinois. Le contexte permet au démonstratif d’évoluer vers le pronom personnel ; (4) La distribution des pronoms inclusif et exclusifs est répartie en deux groupes, nord et sud. La ligne de démarcation traverse le dialecte Hui (situé à Anhui). Au groupe nord, la lexicalisation et la grammaticalisation du système de pronom s’avèrent plus développées que le groupe du sud. Le besoin de la restructuration interne en langue chinoise est responsable de l’apparition des pronoms inclusif et exclusif, cette opposition est d’une part héritée du chinois ancien et d’autre part influencée par les langues Altaïques au nord. Le système du pronom personnel en chinois ancien et moderne, manifeste une forte tendance de simplification, ceci est également attesté dans toutes les langue Sinitiques. / In this thesis, we set the personal pronouns as the studying object. Based on the three planes of syntax, semantic and pragmatic, we combine the diachronic and synchronic investigation methods and do the research respectively from the perspectives of number category, functional performance, diachronic evolution and typological language. The conclusions are: (1) we divide the phonetics fusion of plural marker “men” [+ human] and personal pronouns into four types, and its evolution could be explained by the phenomenon "cline" in the process of grammaticalization. (2) The subjectivity and objectivity are the cause of the different functions of pronouns. (3) The nouns and demonstratives constitute the sources of the pronoun system in Chinese. The context is the fundamental reason that affects the evolution of demonstrative pronouns to personal pronouns. (4) The distribution of inclusive and exclusive pronouns is divided into two group, north and south. The boundary line is the Hui dialect (located in Anhui). In North group, the lexicalization and grammaticalization of the pronoun system are more developed than the southern group. The need for internal restructuring in the Chinese language is responsible for the development of inclusive and exclusive pronouns. This opposition is firstly inherited from ancient Chinese and partly influenced by the Altaic north. The system of the personal pronoun in ancient and modern Chinese shows strong simplification trend, which is also attested in all Sinitic languages.

為了呼應將人際層面融入寫作教學的趨勢，本論文將透過分析人稱代名詞（一種明顯的人際關係標記)在議論文中的使用功能來探討不同程度的台灣大學生如何使用人稱代名詞建構作者與讀者之間的關係。本研究的第一部份著重在七十六篇文章的文本分析。首先，這些文章按照評分結果將其分成高、中、低三組，然後分析人稱代名詞最常出現的搭配語言形式，並歸納出不同人稱代名詞的篇章功能。第二部份則是分析學生問卷及訪談學生，藉以作進一步的闡述。問卷的目的在找出學生對議論文寫作的看法，而訪談學生則是想找出使用不同人稱代名詞的原因。本研究發現不同程度的三組學生在人稱代名詞的整體使用數量、種類、及頻率分配上都有不同，程度高的一組明顯少於中間程度及較低組。同時，結果也顯示這些學生會搭配不同的語言形式（例如動詞、助動詞、加強標記等）來行使不同的篇章功能，而且不同程度的學生在功能運用上也會有所差異。整體而言，低組同學呈現較多的自我投射，中間組同學比較注重與讀者和其他外人的關係，而高組同學在呈現觀點時較為客觀。在選擇人稱代名詞時，學生會從自己本身、讀者、文章寫作等三方面的相互關係作出考量，決定採取主觀或客觀的觀點、表達權威或謙卑的態度、顯示親近或疏離的關係、使用直接或間接的策略。大致上來說，這些學生使用較多的人性訴求來凝聚跟讀者之間的關係，同時也強化自己論點的力道。這樣的策略充分反映出台灣文化中的人道主義和集體主義。本研究發現學生在議論文寫作中會以功能和人際關係為導向來選擇和使用人稱代名詞。 / In response to the call for the incorporation of interpersonal dimension into the writing pedagogy, this study provides a functional analysis of personal pronouns—an explicit interpersonal marker—used in argumentative texts by Taiwanese college students. The purpose is to see how students of different proficiency levels construct the writer-reader relationship through personal pronouns during the composition. The first part of the study centers on the analysis of 76 learner essays. They are first rated and sorted into three groups of different quality—High, Mid, and Low. Later, the linguistic forms associated with personal pronouns are examined, and the discourse functions personal pronouns fulfill in contexts are also identified. The results of the text analysis are further supplemented by the post-writing questionnaires and the oral interviews on students to obtain more in-depth discovery and interpretation. While the questionnaire aims to reveal how the students perceive argumentative writing, the interview intends to find out the reasons for their choices of personal pronouns. The results have shown that the use of personal pronouns in the three groups differs in quantity, type and distribution. The High group writers use significantly fewer pronouns than the other two. Moreover, the students use personal pronouns with salient accompanying linguistic forms (e.g. verbs, modals, emphatic markers) to perform various discourse functions, and students of different levels also vary in maneuvering the functions. Overall, the Low group writers tend to be more self-involved, and the Mid group writers are more likely to include in-group and out-group members in discourse. The High group writers, however, present their arguments more objectively. In selecting personal pronouns, the students usually take account of the interrelationship among the writer, the reader and the text, on whose basis the alternatives between subjectivity and objectivity, authority and modesty, intimacy and detachment, or directness and indirectness are weighed. In general, the students use more personal appeals to achieve mutual solidarity with the reader and to intensify their convictions as well, which reflects humaneness and collectivism that have been highly valued in Taiwanese culture. The study has found that the students' strategic choices of personal pronouns in argumentative writing are usually functionally and interpersonally-oriented.