第六章 結論
第二節 研究限制與未來展望
一、 雖然在 Word Sketch 中有少數口語的語料，但此次研究的語料庫仍 是以書面語料為主，期未來可加入口語語料，更進一步來研究。
二、 關於研究問題一中「義務情態否定詞」之「不」其實可再細分為 如義務情態的「不行」，判斷情態的「不可能」，以及動力情態的「不 會」，但限於篇幅，此次研究未加以討論，期能進行後續研究。
三、 在本文的四類情態詞分類中（義務、認知、動力、情態），認知情 態副詞（如：難道、究竟、恐怕），出現的頻率極低，微乎其微，因 此未能探究連字結構與這些情態詞進一步的關係，希望將來能夠擴大 語料來探究這些詞的共現關係。
四、 本研究的評價情態詞只包「甚至」、「竟然」兩個副詞84，後續研究 可增加此類情態副詞的數目。
五、 將來可進一步將「連字結構」於篇章中整體連接功能與篇章方面 的研究成果應用於中級以上85的教學中。
六、 此次未能針對所設計的教材及教案進行實際課室教學86，期將來能 做到此點，以得知整體教學設計的恰當性與進步空間。
七、 由於時間的關係，未能對大量學習者進行學習難點施測或訪談，
期將來能做到此點，如此更能幫助教學設計的適切性。
84感謝口委蔡美智老師指出
85感謝口委蔡美智老師及李明懿老師指出
86 教材及教案設計完成後，僅試用於 5 位母語為英語的學生。
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