单纯使令义动词“使”、“令”、“叫”、“让”是一类较为特殊的动词，一直以来是学者们研究的重点，同时也是对外汉语教学中一个重要的语法点，对这类动词的研究具有一定的价值。本文以单纯使令义动词为研究对象，通过对北大语料库相关语料的搜集，整理和分析，我们将从语法、语义、语用三个层面全方位系统地对单纯使令义动词进行共性研究。更为重要的是，我们将结合留学生在使用过程中出现的偏误对单纯使令义动词内部进行差异分析，最后针对对外汉语教学和教材编写提出一些建议，以期对对外汉语教学和教材编写有所助益。论文分为五章，内容如下：第一章主要是介绍选题的缘由，阐述相关的理论研究成果，并指出其中存在的不足，最后提出相关的研究方法并说明语料来源。 第二章是单纯使令义动词句的共性研究。从语法、语义和语用每个层面，进行共性研究，详细分析单纯义使令动词句的语法和语义特征，以及整个句式的语法语义特征，对“使”、“令”、“叫”、“让”的相同点进行探究。 第三章是单纯使令义动词句的语法层面差异分析。基于北大语料库的相关语料，我们对包含单纯使令义动词的使动句各成分进行差异分析，探讨“使”、“令”、“叫”、“让”之间的差别。第四章是单纯使令义动词句的语义、语用层面差异分析。基于北大语料库相关语料，我们对这四个词进行语义特征、语义强度的比较，并对比分析了四者所构成句式的致使性等级。我们也从语体应用、句类构成等方面进行了语用层面的分析。第五章是单纯使令义动词研究对于对外汉语教学的启示。基于北语的HSK动态作文语料库和教学中搜集的学生错句，我们对学生习得单纯使令义动词的过程中出现的错误进行偏误分析，以期对对外汉语教学和教材编写有所帮助。

The simple imperative verbs “shi, ling, jiao, rang” are a group of special verbs, which have always been an important grammar point in Chinese study. Studying these words is valuable for Chinese teaching. This thesis mainly focuses on these four verbs, and analyzes the usage of them based on corpus of CCL. We will try to find the similarity between these words from the perspectives of grammatical level, semantic level, and pragmatic level. What is more important is that we will also find their difference in this thesis and provide some advice for Chinese teaching and Teaching Materials Compiling. This thesis consists of five Chapters as following:The first chapter mainly introduces reason why I select this topic and briefly generalizes the achievements our predecessors have made and some points they have not mentioned. Finally it will introduce the research thoughts and linguistic material sources of this thesis. Chapter 2 mainly studies the similarity of the four verbs from the perspective of grammatical level, semantic level and pragmatic level. This chapter specifically analyzes the grammatical and semantic feature of every composition of sentences constituted by the four verbs as well as these sentences themselves, to find out the similarity among all these words.Chapter 3 mainly analyses the difference of the four verbs from the viewpoint of grammatical level. Based on the corpus of CCL, we analyses all the sentences and explores the difference of the four verbs.Chapter 4 mainly discusses the difference of the four verbs from the viewpoint of semantic level and pragmatic level. After collecting all the data from CCL, we compare the semantic features and semantic strength of these verbs and study the causative capability of each verb. In addition, this article makes some pragmatic analysis on language stylistic application, sentence type construction and sentence pattern selection.The last chapter shows some enlightenment this thesis will bring to Chinese teaching. By referring to Beijing Language and Culture University-based study of the dynamic composition of corpus and our own collection of student’s incorrect sentences, we try to analyses the errors students have made in the process of learning these verbs, in order to make some helpful achievements for Chinese teaching and Teaching Materials Compiling.