華僑學校華語寫作偏誤現象的語法分析與教學應用-以韓國華僑小學中高年級為例

Abstract

本研究的目的為分析韓國華僑小學中高年級學生在中文寫作任務中的語法偏誤。在研究中，對華僑小學三到六年級共計42名學生的作文進行了分析，蒐集共200篇（每個年級各50篇）的語料。研究的目的為四：（一）了解各年級寫作偏誤現象的異同；（二）分析各年級學習者寫作的主要偏誤及原因；（三）探討針對韓籍兒童的二語教學模式。本研究採用定性研究方法進行，並根據表面策略分類法及LCC分析收集的數據，作為偏誤分析過程的結果。統計結果共計1947個偏誤；其中遺漏偏誤（M）802個，選用偏誤（S）619個；冗贅偏誤（R）351個；語序偏誤（W）175個。此四大表面策略分析中又以遺漏偏誤（M）為學習者最常見的偏誤，比例為全部偏誤的41%。此外，選用偏誤率31.7%，冗贅偏誤率18%，語序的偏誤率則最少，只佔了8.9%。本研究總共統整出八大偏誤類型，分別是（一）動詞選用偏誤、（二）副詞遺漏、（三）時態助詞遺漏、（四）連接詞遺漏、（五）動詞遺漏、（六）名詞選用偏誤、（七）「是」冗贅、（八）能願動詞遺漏。研究發現，動詞選用偏誤是各年級頻率最高的偏誤。然，遺漏偏誤則遍佈在各個常見詞類中，也是四大表面策略分析中最常出現的偏誤現象。另外，冗贅偏誤則以「是」的冗贅所佔比例最高。研究結果發現除了母語負遷移之外，學習者對於目的語過度泛化、或是採取的迴避策略都是造成偏誤最主要的原因。此外，也因學習者的寫作意願不足加上教學、教材不當所導致。最後，本研究也依據韓國籍學習者常犯的偏誤來提出相關的教學應用，並且致力提供有效的參考依據以供未來教學及研究上的應用。The purpose of this study is to analyze the Chinese writing errors made by Koreanstudents in the middle and upper grades of an overseas elementary Chinese school. Totally 42 students in the 3rd to 6th grades participated this study, and 200 compositions were collected by using document analysis (50 in each grade). Here are three purposes of this study: (1) Understand the similarities and differences of writing errors in each grade. (2) Analyze the main errors and reasons made by learners in each grade. (3) Chinese writing teaching mode for Korean children. This study is conducted by qualitative survey method. And the data collected by surface strategy classification and LCC analysis are the result of the error analysis process. The results indicated 1947 errors. These errors were 802 omission errors (41%), 619 misformation errors (31.7%), 351 addition errors (18%), and 175 errors of misordering. (8.9%).Additionally, This study classified eight major types of errors: (1) misformation error of verb, (2)omission error of adverbs, (3) omission error of tense auxiliary words, (4) omission error of conjunctions, (5) omission error of verbs (6) misformation errors of nouns, (7)addition errors of “有”, and (8) omission errors of auxiliary verbs. Among which, the misformation error of verbs was the most frequent proportion. The above errors may indicate negative transmission of the native language, over-generalization, avoidance strategies of the learner’s target language, the lack of willingness to write, and improper teachings.Consequently, this study contributes to offer teaching applications based on common errors made by Korean students, and provide effective references for future teaching and research applications.