假定形式「ト」、「バ」、「タラ」、「ナラ」之教學法試行

本研究首先根據前田（1995）提出的十字分類及條件句形式相關先行研究，整理歸納條件句形式「ト」、「バ」、「タラ」、「ナラ」的使用特徵並製作相關教學講義及測驗問卷。其次，通過（1）第一次測驗、（2）使用筆者製作之教學講義講解、（3）第二次測驗等三步驟得到的調查結果，分析並探討本研究提案之教學方式是否能有效說明表示假定條件的「ト」、「バ」、「タラ」、「ナラ」之使用區分。自學習者第一次測驗和第二次測驗的作答結果可得知，引用自前田（1995）十字分類A的說明方式確實能有效讓學習者會初步分類「ト」、「バ」、為有modality限制的形式，而「タラ」、「ナラ」為沒有modality限制的形式。此外，作答結果也顯示學習者在「ト」、「バ」之句構、語意特徵的掌握上有一定程度的提升。本研究雖得到前述成果，卻在「ナラ」的說明上留下許多待改善之處。本研究所提案之教學法雖仍有許多未臻完善之處，但自學習者兩次的作答結果可以證明，本研究提案之教學法可得到一定程度的學習效果。期望能在改善各項缺失後找出適合學習者的說明方式，進而對「ト」、「バ」、「タラ」、「ナラ」教學法的發展做出些許貢獻。

關鍵字

假定條件；條件句形式；十字分類； modality限制；教學法

並列摘要

This study attempts to apply the cross-classification proposed by Maeda (1995) to the teaching method of hypothetical form (connective particles). This study was conducted with the following process (1) the first test; (2) explanations on teaching materials designed by the author; (3) the second test in sequence. The results of the first and the second tests implied that, after the cross-classification applied explanations given, learners are able to tell the main difference between ＂to．ba＂ and ＂tara．nara＂, that the usages of ＂to．ba＂ would be affected by modality constraint while the usages of ＂tara．nara＂ would not. The test results also suggested that this teaching method could also improve the understanding of grammars and sematic features of ＂to＂ and ＂ba＂ to a certain extent. However, the results indicated there is still plenty room for improvement in the explanations of ＂nara＂. According to the results of the tests, in general, explanations with cross-classification applied are effective. Though the teaching method applied in this study is still at the exploratory stage, and many detailed applications are still need to be altered and improved, as long as improvements are made, we can surely expect certain positive effects. We hoped that this study will be able to establish the systematic teaching method of ＂to＂＂ba＂＂tara＂ and ＂nara＂ as well as contribute to native Chinese speakers' learning of Japanese.