漢語可逆句研究

本研究主要關注漢語可逆句的語義、使用限制和句法生成。本文首先由語義切入，提出可逆句的四種語義特徵：「+數量指稱」、「+量化」、「-動態性」和「+普遍性」；與此同時，本文觀察到可逆句的四種使用限制，分別是：（1）無時態動詞：由於可逆句的深層結構是 RI，因此可逆句的動詞不接受時態變化，必須使用動詞原形；（2）否定形式：可逆句不能與「不」、「沒」等否定形式共現，但可以與否定整個句子結果的否定形式「V 不 C」共現；（3）副詞搭配：可逆句僅與「通常、一般」等對主語進行量化的副詞搭配，而與情態副詞則不相容；（4）疑問形式：可逆句可以用於詢問命題、原因和方式。另外，關於可逆句的生成機制，本文通過自省語料測試發現可逆句的深層結構是基句不定式（Root Infinitives），即其深層結構的主語是空成分，基句中的賓語移位到句首以滿足擴展的投射原則（EPP），同時 NP2 嫁接到賓語空位上形成一種新的量化關係，即足夠的 NumP1 滿足 NumP2 所需的量。此外，從語言類型學上而言，除了漢語，本文還觀察到克里語（Cree）、他加祿語（Tagalog）以及韓語中存在類似可逆句的現象。最後，為了提供華語教學建議，本文提出了四個可逆句教學的面向，分別是可逆句的結構、語義、語用情境以及使用限制；以及五個教學步驟，分別是步驟一：導入；步驟二：教授目標語法；步驟三：操練；步驟四：作業佈置以及步驟五：學習反饋，僅供華語教師參考。

關鍵字

可逆句；基句不定式（Root Infinitives）；嫁接；無定 NP ；生成語法

並列摘要

The study primarily focuses on the semantics, usage restrictions, and syntactic generation of reversible sentences in Mandarin Chinese. This thesis begins with a semantic approach and proposes four semantic features of reversible sentences: "+ quantity reference," "+ quantification," "- dynamism," and "+ universality." Additionally, the article observes four usage restrictions of reversible sentences, namely: (1) absence of tense verbs - due to the deep structure of reversible sentences being RI, the verbs in reversible sentences do not undergo tense changes and must be used in their base form; (2) negation forms -reversible sentences cannot co-occur with negation forms such as "不" (bù) or "沒" (méi), but they can co-occur with negation forms that negate the entire sentence, such as "V 不 C"; (3) adverb collocations - reversible sentences only collocate with adverbs that quantify the subject, such as "通常" (tōngcháng) and "一般" (yībān), while they are incompatible with modal adverbs; (4) question forms - reversible sentences can be used to inquire about propositions, reasons, and manners. furthermore, regarding the generation mechanism of reversible sentences, this study, through introspective corpus testing, discovers that the deep structure of reversible sentences is rooted in infinitives. In other words, the subject in the deep structure is an empty element, and the object in the base clause is moved to the sentence-initial position to satisfy the Extended Projection Principle (EPP). At the same time, NP2 is adjoined to the object position, forming a new quantification relation where enough NumP1 satisfies the quantity required by NumP2. Additionally, from a typological perspective, apart from Mandarin Chinese, the article also observes similar phenomena of reversible sentences in Cree, Tagalog, and Korean. Finally, For reference by Mandarin Chinese teachers, this study presents four aspects of reversible sentence instruction: structure, semantics, pragmatic contexts, and usage restrictions. It also outlines five instructional steps: Step 1: Introduction, Step 2: Teaching the target grammar, Step 3: Practice, Step 4: Assignment, and Step 5: Learning feedback.