本研究以提昇台灣大學生之譬喻能力為主要目的，以三類多義動詞為教學內容：移動動詞、虛擬動詞及情態助動詞，其研究對象是以七十一位南台灣英文系大學生為樣本，學生的英文程度包括初級、中級及中高級等三種等級，各等級皆分成兩組進行學習成效比對，實驗組 (PI) 接受多義網絡與譬喻圖解學習字義，對照組 (LI) 的學習則來自單字表及圖片。實驗進行約十一個月，包括十六次的教學，各階段的動詞教學前後進行前測及後測，至少在四週之後進行延遲後測，以便記錄學生在理解層面的進展。此外，虛擬動詞及情態助動詞的實驗亦包括寫作測驗，做為理解能力進化的印證。情態助動詞的實驗還在理解測驗中加入有聲思考於其中，做為追蹤學生認知進展的依據。本研究的實驗結果回應四個研究問題：一、教學成效方面，實驗組的學習成效比對照組明顯較佳，譬喻能力亦獲得提昇。二、在學生程度方面，中級受試者於三類動詞的表現最為穩定和明顯，初級學生需藉由教師的引導，避免長期實驗可能發生的學習焦慮，中高級學生在實驗初期較不易受教學影響，不過在逐漸適應後就漸入佳境。三、動詞類型方面，大致的結果顯示受試者在行為動詞的理解能力比方向動詞好，尤其在教學之後，學生在虛擬動詞方面寫作的結果亦是如此。四、理解測試和寫作測驗的關係研究，大部份的結果證明兩者是相關聯，或者寫作結果能補充理解結果的不足，研究結果更趨向完整。另外，情態助動詞的寫作結果發現學生的譬喻用法普遍較其原型用法少，will和can是最常用的情態助動詞，卻不是錯誤最頻繁的，教師在進行研究之前，對字義的全面理解實屬必要。

The study aims at enhancing figurative competence of college students in Taiwan through teaching certain groups of verbs, namely, motion verbs, fictive verbs, and modal verbs. 71 English-major students were recruited from a university in Southern Taiwan. Subjects consisted of basic, intermediate, and high-intermediate levels of language proficiency in English. Each level was divided into two groups. The experimental group (PI) received a full picture of meaning distribution through a CM based polysemy network and image schemas of each verb, while the control group (LI) was given a word list and pictures of conventional images. The study lasted approximately 11months and included 16 sessions of treatment. Each group took the pre-test prior to each phase of target verbs, the immediate post-test after instruction, and the delayed post-test was administered at least four weeks after instruction. Writing task was involved in each test of fictive verbs and modal verbs to mirror learners’ comprehension from intake to uptake; written protocol was also applied in modal verbs to investigate learners’ cognitive understanding. Results consist of the findings toward four research questions on instruction, learners’ proficiency level, typology, and interrelatedness between comprehension and production results. First, overall statistics indicate that the combination of polysemy network and image schema enhanced FL learners’ competence of figurative extension in metaphorical sense of motion verbs, fictive sense of fictive verbs, and epistemic sense of modal verbs. Second, intermediate level performed a consistent result in the study. On the other hand, basic level needs teachers’ guidance particularly in a long-term research as it may result in anxiety of subjects; advanced level seemingly not easily affected by instructions at the beginning, yet the results became consistent as subjects were used to it. Third, learners performed a better result in comprehending manner-of-motion (MOM) verbs, rather than path-of-motion (POM) verbs. Likewise, they applied more MOM verbs to produce fictive motion in writing, particularly after being exposed to instruction. Fourth, interrelatedness mostly occurred to portray how learners extend their intake of comprehension into uptake of production. Production occasionally compensated the shortcoming of comprehension and finally reached identical results as most cases. Written production of modal verbs also revealed the following: FL learners produced less modals of epistemic sense than root sense; will and can are the most frequent modal verbs yet not the most frequent errors FL subjects made; a complete understanding of modal verb’s polysemy is essential for instructors to conduct research.

Chapter 1 Introduction
1.1 Research Background..2
1.2 Statement of the Problems..4
1.3 Purpose of the Study..9
1.4 Research Questions..13
1.5 Significance of the Study..14
1.6 Definition of Key Terms..17
1.7 Organization of the Study..20

Chapter 2 Review of Literature
2.1 Conceptual Metaphor and Metonymy..22
2.1.1 Traditional theories of metaphor and metonymy..23
2.1.2 Conceptual metaphor and metonymy in  cognitive  linguistics..25
2.2 Figurative Languages and Lexical Semantics..31
2.3 Polysemy..33
2.3.1 Polysemy and homonymy..33
2.3.2 Polysemy in the classical approach..36
2.3.3 Polysemy in cognitive linguistics..38                 
2.4 Polysemy Network..43
2.5 Image Schema..46
2.6 Semantics of Motion Verbs..50
2.6.1 Prototypical meaning of motion verbs..51
2.6.2 Extended meanings of motion verbs..53
2.6.3 Polysemy networks of motion verbs61
2.7 Semantics of Fictive Verbs..64
2.7.1 Prototypical meaning of fictive verbs..66
2.7.2 Fictive motion..69
2.7.3 Extended meanings of fictive verbs..71
2.7.4 Polysemy network of fictive verbs..78
2.8 Semantics of Modal Verbs..80
2.8.1 Prototypical meaning of modal verbs..83
2.8.2 Epistemic meanings of modal verbs..93
2.8.3 Polysemy network of modal verbs..97 
2.9 Summary..99
          
Chapter 3 Methodology
3.1 Pilot study..102
3.1.1 Test items of pilot study..102
3.1.2 Teaching materials of pilot study..106
3.1.3 Result of pilot study..108
3.2 Participants..112
3.3 Instruments..114
3.3.1 Target vocabulary..114
3.3.2 Test items..117        
3.3.3 Teaching materials..124
3.3.4 Questionnaire..129        
3.3.5 Written protocol..130
3.3.6 Written production..131
3.4 Procedure..132
3.5 Data analysis..137

Chapter 4 Result & Discussion
4.1 Results and Discussion of the Research Question 1..139
4.1.1 Motion verbs..140
4.1.2 Fictive verbs..148
4.1.3 Modal verbs..159
4.2 Results and Discussion of the Research Question 2..178
4.3 Results and Discussion of the Research Question 3..183
4.4 Results and Discussion of the Research Question 4..191
4.4.1 Interrelatedness between comprehension and production..191
4.4.2 Analysis of written production of modal verbs..196
4.5 Summary..205

Chapter 5 Conclusion
5.1 General Discussion..209
5.2 Limitations of the Study..221
5.3 Suggestions for Future Research..224


References..226


Appendices
A. Test Items of Motion Verbs in the Pilot Study..235
B. Test Items of Extra 4 Motion Verbs..248
C. Test Items of Fictive Verbs..250
D. Test Items of Modal Verbs..261 
E. Teaching Materials of Motion Verbs for the Experimental PI..273
F. Teaching Materials of Motion Verbs for the Control LI Group..284
G. Teaching Materials of Fictive Verbs for the Experimental PI Group..294
H. Teaching Materials of Fictive Verbs for the Control LI Group..309
I. Teaching Materials of Modal Verbs for the Experimental PI Group..326
J. Teaching Materials of Modal Verbs for the Control LI Group..334
K. Pictorial Stimuli of Scenery Writing..340
L. Writing Questions of Modal Verbs..342


LIST OF TABLES
Table                                                       2.1  Main Type of Modality..84
3.1  Number of Valid Data of 25 Motion Verbs..105
3.2  Reliability Result of 21 Motion Verbs..105
3.3  Results of Validity of 21 Motion Verbs’ Test Items..105
3.4  Distinct Treatment of Visual Inputs in the Pilot Study..108
3.5  P Value of Independent Samples Test about the Pilot Study..110
3.6  Percentage of Improvement between Tests in the Pilot Study..111
3.7  Subjects’ Quantity of Three Levels..114
3.8  Frequency of Target Words in British National Corpus (BNC)..116
3.9  Number of Valid Data of Extra 4 Motion Verbs..118  
3.10 Reliability Result of Extra 4 Motion Verbs..118	 
3.11 Results of Validity of Extra 4 Motion Verbs’ Test Items..118
3.12 Number of Valid Data of Fictive Verbs..120  
3.13 Reliability Result of Fictive Verbs..121
3.14 Results of Validity of Fictive Verbs’ Test Items..121
3.15 Number of Valid Data of Modal Verbs..122  
3.16 Reliability Result of Modal Verbs..122
3.17 Results of Validity of Modal Verbs’ Test Items..123
3.18 Revised Visual Inputs in the Main Study of Motion Verbs..126 
3.19 Image Schemas of Two Modal Verbs..128
3.20 Questionnaire in the Pre-test, the Immediate Post-test, and the Delayed Post-test..130
3.21 Weekly Syllabus of the Main Study..133
4.1  Quantity of Test Items on Motion Verbs..144
4.2  Paired Samples T-test of Basic Learners’ Comprehension Between the Delayed Post-test and the Pre-test on Motion Verbs..144
4.3  Independent Samples T-test of Intermediate Learners’ Comprehension on Fictive Verbs..146 
4.4  Independent Samples T-Test of All Learners’ Comprehension on Fictive Verbs..150
4.5  Independent Samples T-Test of All Subjects’ Written Tokens on Fictive Motion..151
4.6  Independent Samples T-test of Basic Learners’ Comprehension on Fictive Verbs..152
4.7  Independent Samples T-Test of Basic Groups’ Written Tokens on Fictive Motion..153 
4.8  Independent Samples t-test of Intermediate Learners’ Comprehension on Fictive Verbs..155
4.9  Independent Samples T-Test of Intermediate Groups’ Written Tokens on Fictive Motion..156
4.10 Wilcoxon Signed Ranks Test of Advanced Learners’ Comprehension on Fictive Motion..157
4.11 Wilcoxon Signed Ranks Test of Advanced Learners’ Written Tokens on Fictive Motion..159
4.12 Paired Samples T-Test of Basic Learners’ Comprehension Between the Immediate Post-test and the Pre-Test on Modal Verbs..165
4.13 Criteria & Examples of Coding on Modal Verbs..166
4.14 Basic Learner’s Protocols of Giving Right Answers on Modal Verbs..167
4.15 Result of Questionnaire & Written Feedback of Basic Learners on Modal Verbs..168
4.16 Independent Samples t-test of Basic Learners’ Writing of Modal Verbs..170
4.17 Paired Samples T-test of Basic PI Group’s Writing of Modal Verbs..171
4.18 Paired Samples T-test of Basic PI Group’s Writing of Modal Verbs..171
4.19 Paired Samples T-Test of Intermediate Learners’ Comprehension on Modal Verbs..172
4.20 Intermediate Learner’s Protocols of Giving Right Answers on Modal Verbs..172
4.21 Independent Samples T-test of Intermediate Learners’ Writing of Modal Verbs..173
4.22 Paired Samples T-test of Intermediate PI Group’s Writing of Modal Verbs..174
4.23 Paired Samples T-test of Intermediate LI Group’s Writing of Modal Verbs..174
4.24 Wilcoxon Signed Ranks Test of Advanced Learners’ Comprehension on Modal Verbs..175
4.25 Advanced Learner’s Protocols of Giving Right Answers on Modal Verbs..177
4.26 Percentage of Improvement between Comprehension Tests of 21 Motion Verbs..186
4.27 Percentage of Improvement between Comprehension Tests of 25 Motion Verbs..186
4.28 Percentage of Improvement between Comprehension Tests of Fictive Verbs..187
4.29 Subjects’ Production of Fictive Verbs in Writing..189
4.30 Learner Population of Applying Fictive Verbs in Production..194
4.31 Comparison of Basic Learners on Modal Verb Usage..198
4.32 Comparison of Intermediate Learners on Modal Verb Usage..198
4.33 Comparison of Advanced Learners on Modal Verb Usage..198
4.34 Incorrect Use of Modal Verbs in the Pre-Writing..200
4.35 Incorrect Use of Modal Verbs in the Post-Writing..200
4.36 Incorrect Use of Modal Verbs in the Delayed Post-Writing..200
4.37 Frequency of Root Modality & Epistemic Modality in Basic Groups’Writing..201
4.38 Frequency of Root Modality & Epistemic Modality in Intermediate Groups’Writing..201
4.39 Frequency of Root Modality & Epistemic Modality in Advanced Groups’Writing..201
4.40 Frequency of Applying Distinct Modal Verbs in Writing..203


LIST OF FIGURES
Figure                                                      
2.1  Polysemy Network of the Preposition In..45
2.2  Spatial Sense of POM Verb Escape..52
2.3  Spatial Sense of POM Verb Capture..53
2.4  Vapor Sense of POM Verb Escape..54
2.5  Visual Sense of POM Verb Escape..55
2.6  Situation Sense of POM Verb Escape..56
2.7  Attention Sense of POM Verb Escape..57
2.8  Memory Sense of POM Verb Escape..58
2.9  Control Sense of POM Verb Capture..59
2.10 Success Sense of POM Verb Capture..60
2.11 Attraction Sense of POM Verb Capture..61
2.12 Polysemy Network of POM Verb Escape..63
2.13 Polysemy Network of POM Verb Capture..63
2.14 Spatial Sense of POM Verb Rise..66
2.15 Spatial Sense of MOM Verb Stretch..67
2.16 Elasticity Sense of MOM Verb Stretch..68
2.17 Hand Movement Sense of MOM Verb Stretch..69
2.18 Fictive Sense of POM Verb Rise..70
2.19 Fictive Sense of MOM Verb Stretch..71
2.20 Quantity Sense of POM Verb Rise..72
2.21 Success Sense of POM Verb Rise..73
2.22 Result Sense of POM Verb Rise..74
2.23 Resource Sense of MOM Verb Stretch..75
2.24 Limitation Sense of MOM Verb Stretch..75
2.25 Time Sense of MOM Verb Stretch..76
2.26 Skill or Intelligence Sense of MOM Verb Stretch..77
2.27 Change Sense of MOM Verb Stretch..78
2.28 Polysemy Network of POM Verb Rise..79
2.29 Polysemy Network of MOM Verb Stretch..80
2.30 Disposition Sense of Can..84
2.31 Deontic Sense of Can: Asking for Permission..85
2.32 Deontic Sense of Can: Giving Permission..86
2.33 Intrinsic Sense of Can: Description of Reality..86
2.34 Intrinsic Possibility Sense of Can: People..87 
2.35 Intrinsic Possibility Sense of Can: Things..88
2.36 Intrinsic Possibility Sense of May..89
2.37 Deontic Modality of May: Giving permission..91 
2.38 Deontic Modality of May: Asking for permission..92
2.39 Deontic Modality of May: Wish..93
2.40 Epistemic Possibility Sense of Can..94
2.41 Epistemic Possibility Sense of May..96
2.42 Polysemy Network of Modal Verb Can..98
2.43 Polysemy Network of Modal Verb May..99
4.1  Global Mean of Basic Learners on 25 Motion Verbs..143 
4.2  Literal and Metaphorical Mean of Basic Learners on 25 Motion Verbs..143
4.3  Global Mean of Basic Learners on Modal Verbs..164

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