漢語與越南語「選擇問句」對比分析與偏誤分析之研究：作為教學語法設計的參考

中文摘要在每一種語言中，疑問句總是一個很重要的語法點，學生當學習一種語言，就要先學提問方式。漢語的疑問方式很豐富，每一種提問會帶來不同的語感與效果。許多研究者已深入研究漢語疑問句，但主要針對疑問句中的疑問詞問句，而其中有一種「選擇問句」通常只簡單介紹，很少深入研究的文獻。身為越南學習者，本人發現如果深入研究「漢語選擇問句」的各種句型就可以發現其跟越南語的選擇問句有很多地方可以進行對比，特別是句型。再說，以自己與其他學習者的學習經驗發現，在學習漢語選擇問句的過程中會存在一些問題影響學習效果，導致偏誤。因此，筆者決定從語法結構去探討越南學生學習漢語選擇問句的難點以能提供教師跟學生作參考。筆者在本文採用的研究方式是對比分析與偏誤分析。首先，筆者把兩種語言的各種句型進行對比找出相同與不相同之處，從此做初步的假設。假設為相同的句型難度低，不相同的句型難度高。接下來，筆者用測驗卷蒐集語料，進行語料分析之後發現各種句型的答對比率與偏誤。把對比分析與偏誤分析結合起來把漢語選擇問句的句型做難度排序，其中分成三組:低難度、中難度、高難度的組別。語料分析也發現越南學生學習漢語選擇問句會發生的偏誤是：遺漏（65%）、混和（17%）、誤代（12%）、錯序（6%）。筆者發現導致偏誤的原因主要是：母語復遷移、教材與教法之影響、題型之影響與本身學生的漢語知識不足引起的。最後，從本文發現的高難度句型，筆者提出針對越南學生學習漢語選擇問句的教學建議，並提出輔助教材的教學設計，能幫助教師在教學時能更清楚，生動的展示教學內容。本文之研究結果希望能提供教師與學生在教語學漢語選擇問句作參考，另外筆者研究的限制或還沒解決的問題，希望以後有機會在繼續改善與發展。關鍵詞：漢語選擇問句、越南語選擇問句、對比分析、偏誤分析、教學設計。

關鍵字

越南語選擇問句；對比分析；教學設計；漢語選擇問句；偏誤分析

並列摘要

Abstract In every languages, the interrogative is always a very important grammatical point; when students learn a language, they must first learn how to ask a question. There are numerous ways to make questions in Chinese, each way will bring different senses of language and effects. Many researchers have studied Chinese interrogative; however, they mainly study about the questions that utilize sentences to ask. Moreover, there is a type called "question choices" usually utilize for simple introduction. As a Vietnamese who is learning Chinese, I figured out that if we research intensively many types of sentence pattern in "Chinese question choice method", there is a fact that “Vietnamese question choice method” may compare with “Chinese question choice method”, especially in sentence patterns. In other words, according to the experience of myself, there will be some issues that affect the learning efficiency when people is learning “Chinese question choice method”. Therefore, the researcher decided to apply grammatical structure to find out the difficulties of Vietnamese in learning “Chinese question choice method”, in order to provide teachers and students references. The researcher applied comparative analysis and error analysis method. The researcher firstly determined the differences and similarities between two languages by comparing all kind of sentences of two languages, then established preliminary assumptions. Assumptions of similar sentences were easy to create, it was more difficult for assumptions of different sentences to create. Subsequently, the researcher utilized survey to collect language materials. After analyzing these language materials, we would find out the correct-answered percentage and errors of sentences. After combining comparative analysis and error analysis together, we use Chinese question choice sentences to divide to three level of difficulty including: low difficulty, medium difficulty and high difficulty. Language materials analysis also showed that there were some mistakes of Vietnamese students when they learned Chinese question choices such as: omission (65%), blends (17%), mis-selection (12%) and misordering (6%). The researcher found out that the main reason leading to mistake is: mother tongue influences, the impact of textbooks and teaching methods, the impact of question types and the lack of Chinese vocabularies. Last but not the least, from the high difficulty sentences, the author pointed out the suggestion of how to teach Vietnamese learning Chinese question choice method. Moreover, the author also recommend some materials in instructional design for teaching, in order to help professor improve teaching efficiency. The researcher hope that the results of this paper can be a good reference for teachers and students. There is some limitations in this research, the author hope that there will be opportunities to continue to improve and develop in the future. Keywords: Chinese question choice method, Vietnamese question choice method, comparative analysis, error analysis, instructional design.