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The main theme of the thesis is to study the construction of giving verb. We use the Gei3 for Mandarin and Hōo for Taiwanese Min dialect. The classical structure for “Giving” is “NP1+ Gei3+ NP2+ NP3” or “NP1+ V+ NP3+ Gei3+NP2”. There are many researches on Mandarin Gei3, and the topics include the syntax and the semantics of Gei3 and teaching Chinese as a foreign language. However, there are relatively few literatures about teaching Taiwanese Min dialect Hōo in the elementary schools. Hence, this focus of the thesis is the pedagogical grammar of Hōo. By analyzing the part-of-speech, semantics and syntax of Hōo and surveying the elementary school teaching materials, we hope to find out an ideal order of teaching and make it as a reference for teachers. This thesis is about the research of Hōo, which is based on the research of Gei3. By arranging the literatures, we classified Hōo into five categories according to the meanings and syntactic structures, i.e. Giving, Causative, Goal, Passive structure and Complement structure. Each meaning was specified by different kind of sentence structures. There were three dimensions. First was to analyze the corpus. Second was to survey Hanlin’s teaching materials vol. 1 to vol. 12. Third was to add the spoken corpus collected from first grade to sixth grade elementary school students. By comparing the similarities and differences between these three groups of corpuses, we got the suggestive order of teaching Hōo, which was “Giving”→”Causative”→”Goal”→”Passive structure”→”Complement structure”. When teaching students about the meanings and syntaxes of Hōo, if we can design some situations for practice, the learning results must be better.
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