陳俊光陳冠婷2019-08-282012-2-152019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696800173%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86468　　現代漢語副詞「再」為高使用頻率的副詞，經常被拿來與「還」、「也」、「又」三個副詞作比較；但近十年來在臺灣地區，四個副詞中，僅有「再」缺乏專門探討研究的論文。因此，本文的研究目的，在於為「再」做一涵蓋語義、篇章、語用三個層面的全面性研究。 　　語義層面為探討「再」的多義現象，我們透過歷時語義的輔助和文獻、語料，釐清了「再」的各語義義項。後藉由語料的分析統計，找出「再」的核心語義為「重複」義，並討論該語義與其他語義的衍伸關係。 　　在篇章層面，「再」的篇章功能承接「再」於複句中的連接功能而來。「再」銜接的前後項關係可為表「後時順序」或表「並存型追加」；同時以信息結構的角度來看，「再」具有推進敘事的前景功能。此外，經由分析發現，當「再」的功能為「並存型追加」時，通常可以省略，形成典型的「篇章標記」。 　　而在語用層面，「再」本身的語義預設結合語境後，即產生「再」的語用預設，可使雙方的交際順利進行。從語氣類型來看，說話者透過選擇「再」與否定句或假設句、疑問句或祈使句的搭配，在溝通上對受話者產生不同的語用效果。「再」還具有「時間推延」的作用，說話者為了顧及禮貌，不願意直接拒絕受話者的提議，於是在言語上採取迂迴、模稜兩可的說話方式，以敷衍或婉拒對方。 　　最後，本文檢視了四套目前主要通行的華語教材，針對「再」的教材編寫提出建議。同時，根據教學語法理論與研究結果，從各層面提出對「再」教學排序的建議，並設計教學簡案，希望將研究理論實踐於教學應用之中。As a high-frequency adverb in modern Chinese, Zai is often compared with three other adverbs: Hai（還）, Y（也）, and You（又）. However, contrast to these three adverbs, we can not find any thesis focusing on Zai in the recent ten years in Taiwan. Therefore, the purpose of this research is to make a comprehensive study for Zai, including semantic, discourse, and pragmatic three aspects. In the respect of semantics, in order to discuss the polysemy phenomenon of Zai, we clarify various meanings of Zai based on diachronic semantics, previous research, and data in corpura. Then by means of analysis and statistics, we learn that the core meaning of Zai is “again”; and we further discuss its relationship with other meanings. In the respect of discourse, the connection between the aforesaid item and consequent item of Zai can be “succeeding sequence” or “coexistent addition”. And from the perspective of information structure, Zai has the function of foreground, which can help following actions to move on. Furthermore, we also find out that when the function of Zai is “coexistent addition”, it can usually be omitted and transform into a discourse marker. And in the respect of pragmatics, when Zai’s semantic presupposition combines with context, it turns into pragmatic presupposition, making the communication smoothly. Zai can also convey different pragmatic effects while being in conjunction with negative or subjunctive sentences, and interrogative or imperative sentences respectively. Moreover, Zai can express the effect of postponing in time. Finally, we make an overview of four main current Mandarin pedagogical materials, and provide some suggestions for teaching Zai. At the same time, according to pedagogical grammar theory and the result of our study, we offer some advice on Zai’s pedagogical grammar sequence and design some exercise samples as well.「再」核心語義多義說篇章分析語用學Zaicore meaningpolysemydiscourse analysispragmatics