英日韓二語學習者使用華語近義詞「又」和「再」之偏誤探究

A Study on the Errors of Mandarin Near-synonyms You and Zai Made by English-speaking, Japanese-speaking and Korean-speaking Learners of Chinese

王萸芳(Yu-Fang WANG) ； 林雪芳(Shueh-Fang LIN) ； 盧淑美(Shu-Mei LU)

《華語文教學研究》 19卷1期 (2022/03) Pp. 59-93

摘要

近義詞意義相近但仍有差異。華語副詞「又」和「再」皆表動作繼續或重複交替，但「又」多用於已然，「再」則用於未然。本文以英、日和韓語為母語的華語學習者作為研究對象，分析其最常犯「又」和「再」偏誤類型和產生的可能原因。語料來自臺師大建置的學習者語料庫。我們將偏誤語料分成遺漏、誤選、錯序、誤加、混合和搭配不全，共六類。研究發現，「又」的偏誤比「再」多；「又」和「再」普遍存在較高的誤加和誤選，錯序和搭配不全次之。可能的原因為語言遷移、目標語過度泛化、訓練遷移、學習策略和溝通策略等交織在一起而造成影響。最後，我們根據研究成果提出教學建議。因「又」和「再」為近義詞，我們建議，華語老師教授「又」和「再」時可從語法、語義和語用三個層面加以說明和演練。在句法方面，利用課文句子，採用定式教學模式幫助學生瞭解和掌握「又」和「再」常用的搭配詞或共現詞；在語義和句法方面，以示例法透過例子幫助學生強化規則並瞭解意義，或是以情境圖式法進行圖示仿說，或是完成句子、完成對話；在語用方面，以問答形式呈現或是透過解說或情境圖、影片，讓學生明白兩者的意思以進行語內對比，也可以採用語境描述或是完成故事的方式來練習，或是採用情境任務型教學模式、設計情境角色扮演任務進行句式應用，裨益學生領悟有關它們的語法點的用法。

關鍵字

近義詞 ； 英日韓為母語的華語學習者 ； 偏誤 ； 學習者語料庫

並列摘要

Both Mandarin Chinese zai (再) and you (又) express the repeating of an action and can be parallel to English 'again.' They are near-synonyms. However, zai is used to express actions that have not yet happened and you, actions that have already happened. They are not interchangeable. Looking at the Learner Corpus-Test of Chinese as a Foreign Language (TOCFL), established by National Taiwan Normal University, a learners' writing corpus, this study examines and compares English-speaking, Japanese-speaking and Korean-speaking learners' uses of Chinese you and zai. The errors concerning you and zai in the learners' corpus were classified into six types-over-inclusion, omission, misselection, misordering, blend and incomplete collocation. Results show that the error types of over-inclusion and misselection are the most common two types in the learners' uses of you and zai, and that misordering and incomplete collocation also prevail in their data across the three groups. The possible factors behind the errors are language transfer, overgeneralization of the target language, transfer of training, strategies of learning, and strategies of communication; they are interwoven together to contribute to the errors. Based on the results, some pedagogical suggestions are made. We propose three perspectives, i.e., syntax, semantics and pragmatics, to design the instruction of zai and you.

並列關鍵字

English-speaking ； Japanese-speaking and Korean-speaking learners of Chinese ； errors ； learners' corpus ； near-synonyms

參考文獻

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