日籍華語學習者能性結構偏誤分析及其教學應用

Abstract

對於華語教師與二語學習者而言，漢語能性結構的教與學往往是一大挑戰。不少研究發現，華語學習者難以辨別能願動詞「能」、「會」、「可以」與可能補語「V得／不C」。本研究旨在探究日籍華語學習者使用漢語能性結構的偏誤，以期為日籍華語學習者提供相關的教學建議。為瞭解日籍華語學習者的能性結構偏誤類型及其分布，本文由三個學習者語料庫中取得的2122個句子進行偏誤分類與分析。接著，本研究為漢語母語者及各程度日籍華語學習者設計語感測試，以探究漢語母語者與各程度的日籍華語學習者判斷能性結構句子之自然度的能力有無顯著差異。初步結果如下：一、經學習者語料庫檢索發現，日籍華語學習者使用漢語能性結構時，常見的偏誤依數量多寡排序為誤代、遺漏、其他、誤加及錯序。其中，最常見的偏誤為否定式能願動詞「不能」與可能補語「V不C」的混淆。二、漢語母語者與日籍華語學習者判斷包含漢語能性結構之合法句及非法句之自然度的能力有顯著差異。另外，在日籍學習者中，華語程度較高者能夠更準確地判斷合法句及非法句。最後，本研究透過教材分析，探討如何改善能願動詞「能」與可能補語「V得／不C」在華語教材中的說明，以幫助日籍華語學習者減少偏誤。本研究建議先在初級階段介紹「能」的基本用法並複習能願動詞「會」和「可以」的功能與用法，然後在介紹可能補語「V得／不C」時，應加強鞏固能願動詞「能」的用法，以期幫助日籍華語學習者區分不同漢語能性結構的用法，並進而減少偏誤。The teaching and acquisition of potential expressions is often a challenge for CSL teachers and learners. Previous studies have found that CSL learners have difficulties in discerning the usage of modal verbs ‘neng,’ ‘hui,’ ‘keyi’ and the potential complement ‘V de/bu C.’ This thesis aims to investigate errors in Japanese CSL learners’ usage of Chinese potential expressions in the hope of providing recommendations for teaching these expressions to native speakers of Japanese.First, to understand the types of errors involving Chinese potential expressions that Japanese CSL learners make and their distributions, an error analysis is performed using 2,122 sentences extracted from three learner corpora. Next, a language sense task is administered to native speakers of Chinese and Japanese CSL learners of all levels to investigate differences in the abilities of the two groups to identify grammatical and ungrammatical sentences in Chinese containing potential expressions.The preliminary results include the following. (1) According to the corpus data, the most commonly found errors made by Japanese CSL learners when forming negative potential expressions in Chinese from greatest to least are misformation, omission, other, addition and misordering. The most common error found is using the negative form of the modal verb ‘neng’ when the potential complement ‘V bu C’ should be used instead. (2) The ability to discern grammatical and ungrammatical usage of Chinese potential expressions is significantly different between native speakers of Chinese and Japanese CSL learners of all levels. Moreover, Japanese learners with higher Chinese proficiency can better identify grammatical and ungrammatical usages than learners with lower proficiency.Finally, an analysis is performed on commonly used L2 Chinese textbooks in Taiwan and Japan to explore how CSL teaching materials can be improved to help Japanese CSL learners reduce errors when using the modal verb ‘neng’ and the potential complement ‘V bu/de C.’ This study proposes that the basic usage of the modal verb ‘neng’ should be introduced in the beginning stages of instruction and the functions and usages of modal verbs ‘hui’ and ‘keyi’ should be reviewed to avoid confusion among learners. In addition, when introducing the potential complement ‘V bu/de C,’ the usage of modal verb ‘neng’ should be reinforced in order to help learners distinguish between the usages of different Chinese potential expressions and further reduce errors.