韓籍學習者習得現代漢語否定詞「不」與「沒(有)」之研究

Abstract

本文從韓籍學習者於漢語否定詞的偏誤分析與跨語言對比分析的研究結果著眼，探討華語教材的漢語否定詞解釋現況，並建立基於教學語法理念的教學要點，以便增強教學語法的針對性與功能性。 本文檢視鄧守信(1974)、劉月華等(1996)、郭銳(1997)等學者從動詞語義功能、句法結構以及時間概念的角度提出漢語否定詞「不」與「沒(有)」之不同。其中，本文採郭銳(1997)的現代漢語時間概念與否定詞之關係，藉此建立劃分漢語否定詞「不」與「沒(有)」之架構。 本文以跨語言對比分析(cross-linguistic contrastive analysis)作為核心研究方法，即基於動詞語義功能、句法結構以及時間概念設計問卷，針對初、中、高級韓泰籍學習者進行問卷量化分析。具體而言，本研究以韓籍漢語學習者113位為實驗組；泰籍漢語學習者89位為參照組；台灣本籍生51位為標準組。而中國大陸本籍生15位為另外一組，主要在觀察中國與台灣之間的差異。為了提高分析的客觀性，在問卷裡個別設計了測驗語言運用(performance)與語言能力(competence)的項目。最後，按照調查的結果，算出動詞語義功能、句法結構以及時間概念的統計數據。 本研究的重點在於，透過偏誤分析與跨語言對比分析驗證，漢韓語之間表達時間概念的不同是否影響韓籍學習者習得漢語否定詞之過程。尤其是根據韓泰籍受試者的研究結果，算出韓泰籍受試者之間統計上的顯著差異，藉此探討韓語時間概念的負遷移(negative transfer)現象。 本實驗結果呈現，在時間成分上的顯著差異多於動詞語義功能與句法結構。此結果支持本文的假設，即韓籍受試者習得漢語否定詞「不」與「沒(有)」的過程中受到漢韓語之間表達時間概念之差異影響。

The time expression system in Chinese differs from that of Korean, with Korean being tense-centered and Chinese being aspect-centered. In other words, Korean expresses tense by the use of transformational of verbal affixes, while Chinese, which is an isolating language, makes use of temporal adverbials, context to distinguish temporal differences. These differences between the two languages may cause difficulties for Korean learners when it comes to Chinese negatives due to the fact that the distinction between the two main Chinese negatives ‘bu’ and ‘mei’ is based on the time expression system. More concretely, Korean students are prone to misunderstand ‘mei’ as the negation of past tense propositions and ‘bu’ as the negation of present or future tense propositions. This thesis analyzes the characteristics of the two Chinese negatives from the viewpoints of semantics, syntax and the respective time expression systems of each language. This analysis is followed by the results of experimental research conducted by way of cross-linguistic contrastive analysis. The results show a significant statistical difference between the Korean group and the control group in terms of time related questions. Thai learners of Chinese were chosen as the control group because Thai, like Chinese, is an isolating language. Finally, a pedagogical grammar of the two Chinese negatives aimed at Korean learners is discussed. Its design specifically targets the differences in time expression between Chinese and Korean.