「的」字結構在中文出現的頻率極高，不論在語義或語法的定義與分類極為複雜，歷來許多學者已從不同面向對「的」字結構進行研究，但對於兩岸用法是否有所差異，著墨不多。本研究從認知語言學的觀點，比較兩岸四位人文領域的大學教師「的」字結構於口語和書面語之異同。本文發現兩岸教師在書面語的「NP 的VP」用法不同，臺灣教師在寫作時，偏好突顯賓語，將賓語作為「參照體」來建立和相關目標的心理聯繫，大陸教師則無此偏好。兩岸教師書面語裡動詞名物化使用的差異性，除了映證語法的漸層性（gradience）外，也呼應了Thomas Wasow（2009）所言，語言結構的漸層性並非來自於使用者的語言表現（linguistic performance），相反地，語言使用者是有意識地選擇要使用的語言形式，這正是說話者的語言能力（linguistic competence）的最佳展現。

The “de 的 construction” has a high frequency in Mandarin, and its definition as well as classification are complicated syntactically and semantically. Many scholars have focused on this construction from different perspectives; however, it is little known as to whether there is any difference of usage across the Strait. Drawing upon a constructional perspective, the current study compared the differences of the spoken and written language of the “de construction” among four university professors in the field of Humanities and Literature. It was found that professors across the Strait have different behaviors in the written usage of “NP de VP” construction. Professors from Taiwan prefer giving prominence to the object, such that the latter is used as a reference point to give mental access to a given target, while professors from China have no such preference. The divergence between professors across the Strait demonstrates the gradience in syntax; meanwhile, it also echoes Thomas Wasow (2009) according to whom the gradience in syntax does not stem from speakers’ linguistic performance; rather, speakers choose consciously the linguistic pattern they are using, which is the best demonstration of speakers’ linguistic competence.