根據華語教學語法的框架探討有搭配限制的初級動賓詞組之研究與教學實踐─以英語為母語的華語學習者為例

本研究主要探討初級華語階段，以英語為母語的學習者習得有搭配限制的「動賓詞組」的情況。本研究將30組有搭配限制的初級華語「動賓詞組」依據及物動詞的華語語義劃分成三種搭配類型：[單義及物動詞+名詞賓語]詞組、[多義及物動詞+名詞賓語]詞組與[近義及物動詞+名詞賓語]詞組，並依華語教學語法的框架訂定：（1）詞頻、跨語言差距、學習者習得研究三項評定指標，作為初級「動賓詞組」教學難易度的分級依據；（2）動賓語義搭配、情境主題二項參考指標，作為教材編製和教學實踐的依據。接著，根據研究結果編製初級「動賓詞組」的教材樣課。　　為了實踐以學習者為中心與華語教學語法的理念，本研究有搭配限制的初級「動賓詞組」教學難易度分級表優先排序順位原則為：學習者習得研究排序→跨語言差距排序→詞頻排序，讓後續的教材規劃能更貼近學習者的習得過程。本研究發現學習者此方面的習得情形總的來說以[多義及物動詞+名詞賓語]詞組最為嚴重，[近義及物動詞+名詞賓語]詞組次之，[單義及物動詞+名詞賓語]詞組較好。之後，根據此以學習者習得情形為主的教學難易度分級表以及教材編寫理念的十大原則編製有搭配限制的初級華語「動賓詞組」教材。基於考量初級華語學習者的情境需求與難易度，每一課動賓詞組的教學編排順序皆根據教學難易度分級表，由易到難安排教學的順序，共計十課。　　本研究以〈第七課：坐飛機來台灣玩〉為例，編製詳細的教學內容並進行教學實踐。教學內容方面，由交通旅遊的情境帶出「動賓詞組」，從易到難的教學順序呈現教學重點，再透過任務型活動讓學習者能夠將所學應用到實際生活中。此外，本教材以「分詞斷句」的形式呈現，讓初級華語學習者能逐步習慣華語的閱讀方式。教學實踐方面，在教學之前，受試者對於本課的「坐 + 交通工具」語義掌握最差，「帶 / 拿 + 東西」語義次之，最後是「換 + 交通工具」與「換 + 衣物類」語義。經過教學之後，學習者皆能從漢字形體的理解連結到動賓搭配的概念，並能在情境中產出正確的句子。　　傳統的初級「動賓詞組」教學缺乏客觀有系統地呈現學習重點；華語教材的及物動詞大多也只有簡單的字形、語音、詞類標記、注釋及例句。這樣的方式容易讓學習者產生片面或錯誤的認知，而且對於教學順序與情境主題的搭配也缺乏以學習者為中心的考量，以致增加學習者的學習負擔。因此，本研究針對有搭配限制的初級華語「動賓詞組」，除了整合「動賓詞組」所需著重的各方面教學重點外，還考量到學習者的習得情況，進行針對性教學與教學排序，期望能提供華語教師具體且符合華語教學語法和以學習者為中心的教學建議，實際提升此方面的教學效果。

關鍵字

有搭配限制的初級「動賓詞組」；華語教學語法；以學習者為中心；英語為母語的初級華語學習者；情境主題；教學實踐

並列摘要

The purpose of this study is to target the output of V+NP phrases of English-speaking beginning level CFL learners, and to apply Pedagogical Grammar to the teaching of V+NP phrases. 　　In this study, I have classified thirty V+NP phrases found in current popular Chinese language textbooks for beginners into three different categories, based on a set of three evaluation guidelines of Pedagogical Grammar: easy to learn, moderately difficult, and difficult to learn. I also have divided V+NP phrases into three types: verb with one meaning, verb with two or more meanings, and verbs with similar meanings. The English-speaking beginning level CFL learners in my study made most errors in phrases with a verb with two or more meanings, followed by those with verbs with similar meanings, and fewest in those with a verb with one meaning. 　　I have claimed that students need a learner-oriented, situation-based Chinese language textbook that follows Pedagogical Grammar principles. Thus, I have suggested, with reference to my research findings in this study, that each unit of the textbook should be closely related to the learner’s communicative needs in a specific real life situation, and that appropriate V+NP phrases should be introduced in each unit. Unlike traditional CFL textbooks, this book is designed for English-speaking beginning level CFL learners to learn V+NP phrases step by step, from easy to difficult; it emphasizes the importance of collocation between the main verb and its object in order to pin down the meaning of the verb precisely. The effectiveness of teaching and learning V+NP phrases can thus be significantly improved. A full sample lesson, Unit 7 on Traveling to Taiwan by Plane, is provided. A remedial teaching of Unit 7 has proved that the learning V+NP phrases of a verb with two or more meanings, of verbs with similar meanings, and of a verb with one meaning are improved.

並列關鍵字

Pedagogical grammar ； Collocation of V+NP phrases ； English-speaking beginning level CFL learners ； Learner-oriented ； Situation-based ； Communication skills