Are There Any Rules for Teaching Compounds?

教授英文複合字有規則可循嗎？

10.30165/JHSS.200812.0001

林賢宏(Hsien-Hung Lin)；張延惠(Yen-Hui Chang)

複合字 ； 複合字最右邊的字 ； 重音 ； Compounds ； Head ； Stress

人文與社會學報

2卷3期（2008 / 12 / 01）

65 - 80

英文

為了有效教授複合字，本文乃針對複合字之詞類、重音和意義加以探討。本研究主要發現如下：壹、判定複合字詞類之規則有二：(一)、一般而言，如果複合字右邊的字是內容字，則其詞類便和此內容字的詞類一樣。(二)、如果複合字右邊的字是功能字，則其詞類通常依左邊字的詞類而決定。貳、研究顯示有數個規則可以決定複合字的重音所在。舉例來説，複合名詞的主重音在第一個字，而其輕重音則在第二個字；由左邊是副詞、右邊是動詞所組成的複合動詞，其主重音在第二個字，輕重音在第一個字；由左邊是名詞、右邊是動詞所組成的複合動詞，其主重音在第一個字，輕重音在第二個字；當複合形容詞在定語的位置時，其重音通常在第一個字，但是當複合形容詞在謂語的位置時，其重音時常在最後一個字。參、就複合字的意義而言，複合字最右邊字的意義似乎是整個複合字意義的中心所在(Selkirk, 1982)。除上述外，本文亦根據研究結果提出教授複合字之建議。

To teach compounds effectively, this paper aims to explore the rules in terms of their grammatical categories, stress, and meaning. The major findings of this study are as follows. First, there are two rules to predict the grammatical categories of compounds: (1). Generally speaking, if the head of compounds is the content word, the grammatical categories of compounds are determined by the right-hand words. (2). If the head of compounds is the function word, the grammatical categories of compounds are usually determined by the left-hand words. Second, there are several rules to determine the stress of compounds. For example, the primary stress of noun compounds is placed on the first element, and light stress is on the second. In the compound verbs made up of an adverb plus a verb and written as one word, strong stress usually falls on the second element of the compound and light stress on the first. When verb compounds consist of a noun followed by a verb, strong stress usually falls on the first element of the compound and light stress on the second. When an adjective compound is in attributive position, the accent will normally fall on the first element. And when it is in predicative position, the accent is often on the final element. Third, one generalization can be made about the meaning of compound. That is, the meaning of the head of the compound seems to be central in the meaning of the whole compound, at least for certain kinds of compounds (Selkirk, 1982). Additionally, the pedagogical implications are also suggested.

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