華語教學語法：探討量詞與分類詞的分級與教學排序

Discussion on the Grading and Teaching Order of Measure Words and Classifiers in Mandarin

郭玫君(Mei Chun Kuo)

《臺大華語文教學研究》 6期 (2018/08) Pp. 81-127

https://doi.org/10.6664/NTUTCSL.201808_(6).0003

摘要

本研究以Her＆Hsieh（2010）的分類詞研究為理論架構，利用平衡語料庫收集不同分類詞的搭配詞頻率做為分類詞的教學分級依據，也利用TOCFL學習者語料庫觀察學習者使用分類詞的情況。本研究的三項研究結果分述如下：第一，本文重新調整陳羿如（2013）的分類詞教學排序，使分類詞的的排序在實際教學上更為可行。除了分類詞的抽象程度、作用範圍、使用頻率可為排序的指標之外，本文認為，若是一個分類詞的常見搭配詞以初級詞彙居多，那麼即使該分類詞在「抽象程度、作用範圍、使用頻率」三項指標的積分屬於中級，在教學排序上仍然應該認定為初級分類詞。第二，本文認為量詞和分類詞在教學上應該分開標記、分開教學，且量詞的教學應比分類詞的教學早，因為量詞比分類詞容易習得。這一點從TOCFL學習者語料庫中可以證實，從本文的觀察中發現，學習者在分類詞方面的偏誤情況佔了八成，量詞偏誤佔了兩成。第三，若一個分類詞作用範圍橫跨抽象名詞和具體名詞，則此分類詞應該分階段教學。

關鍵字

分類詞 ； 量詞 ； 教學語法 ； 教學排序 ； 語料庫

並列摘要

In this paper, we use the theory presented in Her & Hsieh (2010) as our theoretical framework and use two different corpuses to collect our data: the Sinica Corpus to collect the nouns that usually go with each measure word and classifier and the TOCFL learner corpus to observe how Chinese learners use measure words and classifiers. Three main results were found, as stated below. First, we recommend adjusting the teaching order for classifiers presented in Chen (2013) in order to provide a more feasible new teaching order. In Chen's study, she evaluates the teaching order of classifiers based on the degree of abstract meaning, the range of meaning, and the frequency of use. In addition to these three indicators, we think the nouns that collocate with the classifier also play an important role when determining the teaching order. If collocating nouns mostly fall within the beginning level, then the teaching order of the classifier should be moved earlier. Second, we believe measure words and classifiers should be marked differently and taught separately. Moreover, the teaching of measure words should come before classifiers, because measure words are easier. This is evident in the data in the TOCFL learner corpus. We found that the misuse of classifiers accounts for 80% of errors while 20% of errors result from the misuse of measure words. Third, we propose that if the range of meaning of a classifier includes abstract meaning and concrete meaning, then this classifier should be taught in different stages.

並列關鍵字

classifier ； measure word ； pedagogical grammar ； teaching order