漢語數詞「一」的語法結構及省略規律：以語料庫為本的研究

漢語數詞「一」的省略無論是在口語還是書面上都十分常見，這樣的省略現象僅限於「一」。在數詞「一」省略後，我們仍然能透過語言認知得知事物的數量。而即便是漢語母語者也不一定對於漢語數詞「一」的省略有足夠瞭解，對於學習者而言這種省略現象也容易造成學習上的困擾。本研究透過「中央研究院漢語標記語料庫 4.0」選取了六種不同的語法結構並探討漢語數詞「一」的省略規律及省略後的歧義現象，並且結合前人學者的研究對漢語數詞「一」的詞性及語法功能進行分類及整理。根據研究結果，漢語數詞「一」在與指代定詞（Nep）搭配的語法結構中省略頻率為最高。在詞性上，現代漢語的「一」除了可以作「數詞」使用外，亦可當「形容詞」以及「副詞」使用。「形容詞」時的「一」主要表達「充滿、全」的概念如：「一臉灰」、而「副詞」的「一」則可表達「一瞬間完成的動作」如：「一轉身」。而古代漢語中作「助詞」或者「連詞」使用的「一」在現代漢語中較為少見。漢語數詞「一」詞性的多元性也影響了其在不同語法結構底下的省略，如詞頭的「一」大多時間無法省略。同時數詞「一」的計數功能在一些語法結構底下也可能被虛化，如：「這一本」、「每一本」。透過語法功能及語法結構，我們可以對漢語數詞「一」的省略有更深入的瞭解，而這些省略規律亦將可提供未來華語教師在教學上一些參考及建議。

關鍵字

數詞；詞性；省略規律；語法結構；語法功能

並列摘要

The omission of mandarin Yi ‘one’ is commonly found in both written text and spoken language. Though mandarin ‘one’ is omitted, it does not interfere with our interpretations on the quantity of objects. Thus, even a native mandarin speaker may not be able to understand the omission principles of ‘one’, thus causing problem for second language learners. By using “Sinica Corpus 4.0”, six different types of grammatical structures are chosen in order to discuss the omission of mandarin ‘one’, including topics and discussions made by previous studies. According to the results of this study, mandarin on is mostly omitted when collocated with determiners (Nep). The part of speech of mandarin ‘one’ includes “numeral”, “adjective”, and “adverb”. The use of mandarin ‘one’ as adjective expresses the concept of “full of, all” such as “yi lian hui” （a face full of dust）. When used as “adverb”, mandarin ‘one’ may express how actions are quickly done such as “yi zhuan shen”（turnaround quickly）. The use of ‘one’ as “conjunctions” and “particles” during ancient times are less seen in modern Chinese language. Therefore, how mandarin ‘one’ is omitted is also related with its part of speech. For example, mandarin ‘one’ cannot be omitted when it appears first in a statement There are also proofs that when mandarin ‘one’ is collocated with determiners, its expression of “quantity” is weaken. Through grammatical functions and structures, we may have a deeper understanding of how mandarin ‘one is omitted, thus providing a guide and suggestions of future Chinese teaching.