法籍學習者體標記「了」、「著」及「過」習得之對比分析

前人體標記習得實證研究豐碩，但少有針對母語為法語學習者的時體習得研究。因此，本研究旨在探究母語為法語之漢語學習者動後體標記「了」、「著」及「過」的習得歷程及可能學習難點。本研究以雙元理論（Smith，1997）為框架對比漢法時體系統。對比分析結果顯示，漢法時體系統皆有完整體、非完整體及中性三種視點體類型，兩時體系統主要差異在時體與時態的表現關係以及視點體與情狀體的搭配限制。本研究亦透過跨級別中介語調查法籍大學生體標記使用情況以驗證時體假說（Andersen & Shirai，1995）。中介語語料來源為200篇法國東方語言文化學院中文系學生期末寫作短文，以量化統計數據及質化偏誤分析方式檢視習得情況。研究結果符合時體假說預測，完成體標記「了」多與瞬成情狀及完成情狀搭配使用，較少與動作情狀及狀態情狀合用。而偏誤分析結果則反映漢語體標記習得初期深受母語負遷移影響，學習者將完成體標記「了」當作過去時態標記，對應法語複合過去時（passé composé）及未完成過去時（imparfait）而導致泛用。此外，由於法語的完整體視點不分經驗體及完成體，學習者亦有完成體標記「了」和經驗體標記「過」的混淆情況。至於持續體標記「著」則受到法語時態（體）強制使用的影響而有泛用情況。文末根據偏誤分析結果，試編一針對法語為母語學習者之初級體標記辨析教材。

關鍵字

體標記；對比分析；二語習得；漢語；法語

並列摘要

There have been many empirical studies on the L2 acquisition of Chinese aspect markers. However, little research has been undertaken on learners of L1 French. This study aims to reveal the acquisition patterns and potential learning difficulties of post-verbal aspect markers -le, -zhe and -guo by learners of L1 French. A contrastive analysis between the aspect systems of Mandarin Chinese and French was conducted under the framework of the Two-Component Theory (Smith, 1997). There are three types of viewpoint aspects in both Mandarin Chinese and French: perfective, imperfective, and neutral. The differences between the two aspect systems lie in the relation between tense and aspect and in the collocation constraints of the viewpoint aspect and the situation aspect. A cross-sectional investigation on the use of aspect markers by French college students was conducted with the goal of verifying the Aspect Hypothesis (Andersen & Shirai, 1995). 200 final exam compositions written by French college students from Institut National des Langues et Civilisations Orientales were used in this study, and the performance of aspect markers was analyzed from both quantitative and qualitative perspectives. Results are generally consistent with the Aspect Hypothesis. The perfective -le is used predominantly with Achievement and Accomplishment, and less with Activity and States. Meanwhile, the error analysis shows that L1 transfer plays a crucial role in the early stage of acquisition. French learners consider -le as a past-tense marker, mapping French past tenses passé composé and imparfait onto -le, resulting in overuse. Also, due to the absence of the experiential aspect in French, L1 French learners tend to confuse -le and -guo. As for -zhe, the obligation to mark tense/aspect in French accounts for the overuse of -zhe. Based on the results of the present study, suggestions for future research and a pedagogical material of aspect markers for beginners of L1 French are provided.

並列關鍵字

aspect markers ； contrastive analysis ； second language acquisition ； Mandarin Chinese ； French

參考文獻

Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect, and modality in the languages of the world. Chicago: University of Chicago Press.

Carlson, G. (1977). A Unified Analysis of the English Bare Plural. Linguistics and Philosophy(1), pp. 413-456.

Chang, H. H.む張相華め (2013). The Aspect Marker -Le in Early Child. Journal of Universal Language, 14(1), pp. 7-54.

Comrie, B. (1976). Aspect: An introduction to the study of verbal aspect and related problems. Cambridge: Cambridge University Press.

Dahl, Ö. (1985). Tense and aspect systems. New York: Basil Blackwell.

國際替代計量

法籍學習者體標記「了」、「著」及「過」習得之對比分析

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