| Summary: | 碩士 === 臺北市立教育大學 === 華語文教學碩士學位學程 === 100 === Previous studies on the Mandarin polysemy Fa1 mostly analyzed the senses of Fa1 in dictionaries or Chinese classic manuscripts. None has discussed corpus distribution or its argument structures, or the relation between senses and syntax, etc. Therefore this thesis aims to analyze the semantic relatedness of the Mandarin polysemy Fa1 based on Chinese Gigaword 2 with a focus on the argument structures, semantic roles, semantic components, and the semantic extension mechanism of Fa1.
First, we collocated and sorted out the senses of single-morpheme words of Fa1 from five dictionaries. We also described the compound words, the distribution of parts-of- speech, the morphology of compound words, and the frequency of senses of Fa1, etc. Then, we explored the argument structures, as well as the relation between senses and syntax of Fa1. We found that two-third of the semantic roles of Fa1 are figurative.
We also discussed the profiled stages of all senses of Fa1 three stages of Fa1 event were identified (accumulate, threshold of variation, the state (result) after variation). Moreover, the corresponding relationship of semantic components between the core sense and the other senses of Fa1 was also found. We also investigated the semantic extensions of Fa1 from different profiled stages--by semantic extension mechanisms such as CONTAINER metaphor, orientational metaphor, MASS-COUNT image schema, path image schema, and part-for-whole metonymy. We then analyzed the error rates, error types and the distributions of the senses in the interlanguage of Fa1 sentences. The error rate of the single-morpheme words of Fa1 reached 45％, indicating that the Chinese learners did not know the senses of Fa1 well.
This study has important implications in exploring the semantic relatedness of Mandarin polysemy Fa1, from distributions in corpus, its argument structures, and the semantic extensions. This thesis makes contributions to the methodology of studying Mandarin polysemy, especially verbal polysemy and can be applied to vocabulary teaching in teaching Chinese as foreign language.
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