漢語「在+NP+(方位詞)」與俄語相應介詞短語之對比分析及其教學應用

漢語的「在+NP+（方位詞）」介詞短語是母語為俄語的漢語學習者的漢語語法難點之一。漢語「在+NP+（方位詞）」介詞短語對母語為俄語的漢語學習者的困難，主要在於以下三種差異: 1) 「在+NP」在漢語裡基本存在三種結構: 「在+NP」、「NP+方位詞」、「在+NP+方位詞」，俄語裡則僅存在一種：「介詞+NP」。 2) 漢語的「在+NP」會出現在句中不同的位置，可以出現在句首(主語前)、句中(動詞前)、句尾(動詞後)，不同位置有不同功能。俄語的「介詞+NP」通常位於動詞之後。3) 在漢語裡，「在+NP+方位詞」具有表示抽象處所的用法，如「在這件事情上」，再加上俄語裡沒有後置詞(方位詞)，所以對母語為俄語的漢語學習者來說，「在+NP+方位詞」的抽象語意以及方位詞也有一定的難度。綜上所述，「在+NP+（方位詞）」介詞短語是母語為俄語的漢語學習者的難點之一，因而本研究針對漢語「在+NP+（方位詞）」與俄語相應介詞短語做了對比分析，預測母語為俄語的漢語學習者在習得介詞短語的過程中的各語法結構的結構難易度（短語內部結構）、語序難易度（短語在句中的位置）以及語義難易度（深層結構）。然後本研究進行了問卷調查，以驗證預測以及提出與「在+NP+（方位詞）」相關的偏誤類型與偏誤率。透過測試題的分析，本研究發現以下俄語背景漢語學習者最常產生的偏誤類型：方位詞的遺漏與誤用、介詞短語的錯序、介詞的誤加以及介詞的遺漏。雖然偏誤的類型與對比分析的預測相同，但學習者產生的偏誤不都是母語的干擾造成的結果。本研究進行的問卷調查發現，有以下三種因素影響俄語背景漢語學習者「在+NP+（方位詞）」介詞短語的使用：母語的干擾（方位詞的遺漏與誤用、介詞的誤加）；目標語本身的複雜度（方位詞的誤用、介詞的遺漏、介詞短語的錯序）以及方位詞前面名詞的使用頻率（方位詞的誤用）。本研究在對比分析的基礎上預測俄語背景漢語學習者在使用「在+NP+（方位詞）+VP」時會將介詞短語放在動詞之後，的確有這種偏誤，但少數。對比分析的難易度預測與問卷調查結果不同之處在於本研究本來預測俄語背景學習者因為受到母語的干擾而將介詞短語誤放在動詞之後。但其實問卷調查結果發現，受試者較偏向將介詞短語放在動詞之前，多數錯序的偏誤與「V+在+NP+（方位詞）」的結構有關。接著本研究根據難易度預測、問卷調查結果及教學語法的排序原則，提出了針對俄語背景漢語學習者「在+NP+（方位詞）」次類的教學排序，如下：1）[在+NP+(L)] pp＋[VP]；2）[VP]＋[在+NP+(L)] pp；3）方位詞的具體用法：（在）+NP+中/裡；（在）+NP+上；（在）+NP+下；4）[NP + L] pp +[VP]；5）方位詞的抽象用法：（在）+NP+中/裡；（在）+NP+上；（在）+NP+下。最後本研究分析了「在+NP+（方位詞）」相關結構在俄羅斯在地的初級漢語材裡的教學排序以及教學內容。然後根據研究結果，提出了針對俄羅斯在地的漢語教材編輯建議。

關鍵字

華語；教學語法；對比分析；俄語背景漢語學習者；「在」介詞短語

並列摘要

The Chinese prepositional phrase "zai+NP+ (localizer)" is one of the difficulties of Chinese grammar for Russian-speaking learners of Mandarin Chinese. The difficulty of the Mandarin "zai+NP+ (localizer)" prepositional phrase for Chinese learners whose mother tongue is Russian lies in the following three differences: 1) There are basically three structures of "zai+NP" in Mandarin: "zai+NP", "NP+ localizer", "zai+NP+ localizer", but there is only one kind in Russian: "preposition+NP". 2) Chinese "zai+NP" appears in different positions in the sentence. It can appear at the beginning of the sentence (before the subject), in the sentence (before the verb), and at the end of the sentence (after the verb). Different positions have different functions. The Russian "preposition+NP" usually comes after the verb. 3) In Mandarin Chinese, "zai+NP+ localizer" can express abstract place, such as "zai zhe jian shiqing shang", but there are no postpositions(localizers) in Russian, so the abstract usage of "zai+NP+ localizer” and localizers also can be difficult for Russian-speaking learners of Chinese. To sum up, the prepositional phrase "zai+NP+ (localizer)" is one of the difficulties for Chinese learners whose mother tongue is Russian. Therefore, this study focuses on the Chinese "zai+NP+ (localizer)" and the corresponding Russian preposition phrases. A comparative analysis was done to predict the structural difficulty (internal structure of the phrase), the difficulty of the word order (the position of the phrase in the sentence) and semantic difficulty (deep structure) of "zai+NP+ (localizer)" for Russian-speaking learners of Chinese in the process of acquiring the prepositional phrase. Then this research conducted a questionnaire survey to verify the prediction and propose the type of error and error rate related to "zai+NP+ (location word)". Through the analysis of the survey, this study found the following types of errors most commonly produced by Chinese learners of Russian background: omission and misuse of localizers, misordering of preposition phrases, incorrect addition of prepositions, and omission of prepositions. Although the types of errors are the same as those predicted by comparative analysis, not all errors made by learners are the result of interference from their mother tongue. The questionnaire survey conducted in this study found that there are three factors that affect the use of prepositional phrases "zai+NP+ (location word)" by Chinese learners of Russian background: the interference of the mother tongue (the omission and misuse of localizers, the incorrect addition of prepositions); the complexity of the target language itself (the misuse of localizers, the omission of prepositions, the wrong order of prepositional phrases) and the frequency of use of nouns before the localizers (misuse of localizers). Based on comparative analysis, this study predicts that Chinese learners with Russian background will place prepositional phrases after verbs when they use "zai+NP+(localizer)+VP". There is indeed such a bias, but a small number of them. The difference between results of the difficulty prediction of the comparative analysis and the results of the questionnaire survey is that this study originally predicted that the learners of Russian background would mistakenly place the prepositional phrase after the verb because of the interference of the mother tongue. But in fact, the results of the questionnaire survey found that the subjects were more inclined to put prepositional phrases before verbs, and most of the misordering errors were related to the structure of "V+zai+NP+(localizer)". Based on the prediction of difficulty, the results of the questionnaire, and the sequencing principle of pedagogical grammar, this research puts forward the teaching sequencing of "zai+NP+(localizer)" related structures for Russian-speaking learners of Chinese, as follows: 1) [zai+NP+(L)]pp+[VP]; 2) [VP]+[zai+NP+(L)]pp; 3) Specific usage of localizers: (zai)+NP+zhong/li; (zai)+NP+shang; (zai)+NP+xia; 4) [NP+L]pp+[VP]; 5) Abstract usage of localizers:(zai)+NP+zhong/li; (zai)+NP+shang; (zai)+NP+xia. Finally, this research analyzes the teaching sequencing and teaching content of "zai+NP+ (localizer)" related structures in the Russian Chinese textbook for beginners. Then, based on the research results, suggestions for editing the textbook were put forward.