本論文旨在探討以英語為母語者對於中文關係子句的學習情況。本研究包括了三個實驗。實驗一主要研究二語學習者對於主語關係子句及賓語關係子句的產出與接受度，主要研究議題包括空位影響，母語及題型效應。實驗二旨在研究受試者對於空位關係子句及非空位關係子句的表現，研究議題包括指示量詞位序的影響，母語轉移及題型效應。實驗三深入探究了受試者對於指示量詞前置與指示量詞後置的賓語關係子句的理解，同時也探討了受試者的習得表現是否受到語境效應的影響。實驗一與實驗二都採用了句子生成測驗及可接受度測驗。實驗三採用了理解測驗，該測驗分為三部分，每部分包含不同的語境類型。本研究共招募了二十位在國立台灣師範大學國語中心學習中文的英語為母語的學生及二十位母語人士。
首先，實驗一發現對於二語學習者來說，賓語關係子句比主語關係子句更容易產出及接受，且他們的習得表現受到空位的影響。再者，根據實驗二的結果可見，空位關係子句相較於非空位關係子句更容易產出及接受，指示量詞位序影響受試者的表現。實驗一及實驗二皆發現二語學習者在產出時受到母語影響，但題型效應並不顯著。實驗三發現，受試者對指示量詞前置的賓語關係子句與指示量詞後置的賓語關係子句的理解難度一致。指示量詞前置的賓語關係子句可能存在非限定與限定的理解。最後，研究發現受試者對不同位序的指示量詞之關係子句的理解受到語境效應影響。

The current empirical research aimed at investigating English-speaking learners’ acquisition of Chinese relative clauses (RCs). Three studies were conducted. Study I examined the L2 learners’ production and preference of SRCs and ORCs, and addressed issues, such as gap condition, L1 transfer and task effect. Study II explored the subjects’ performance on gapped and gapless ORCs, and explored issues including DCL positions, L1 transfer and task effect. Study III further investigated the subjects’ interpretation of DCL-first and DCL-second ORCs and discussed contextual effect. Both Study I and Study II conducted two tasks: a sentence-making (SM) task and an acceptability judgement (AJ) task. Study III conducted an interpretation (IT) task which included three parts in different contexts (i.e., context-free, biasing and supporting). A total of twenty L2 learners and twenty Mandarin native speakers participated in our research.
The overall results obtained from Study I revealed that ORCs were easier than SRCs for the L2 learners to produce and accept, and their performance was affected by the gap condition of RCs. In addition, it was found in Study II that gapped ORCs were easier than gapless ORCs, and the performance was influenced by DCL positions. Moreover, the L2 learners’ L1 knowledge was found to affect their production in Studies I and II, but the effect of tasks was not significant. In Study III, DCL-first ORCs were found as difficult as DCL-second ORCs for the L2 learners to interpret. The non-restrictive and restrictive interpretations of DCL-first ORCs were found possible. Finally, the contextual effect indeed existed in the L2 learners’ interpretation of ORCs with DCL phrases in different positions.

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