能願動詞「會、可以、能」之美國初級漢語學習者習得研究與教學應用—以複習課補救教學為例

A Study on the Acquisition of Chinese Modal Verbs “Hui, Keyi, Neng” of English Native Speakers of Beginner Chinese Classes -A Case Study of Remedial Teaching Practice in the U.S.A.

孫韶徽(Shao-Hui Sun)

指導教授 ： 黃麗儀

中原大學/人文與教育學院/應用華語文研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000557

摘要

漢語助動詞，或稱情態動詞、能願動詞，為漢語中表能力、許可之詞類。從其意義而取「能願動詞」統稱。其中「會、可以、能」為初級漢語語法教學重點，以往前人研究多著重於語義劃分、詞類定義，屬於語言學範疇。鮮有學習過程研究與教學應用，缺乏理論與實務結合的研究。故教師教學、教材編纂上，仍依循傳統的英語 “can”作對應的翻譯。因“can”有「多義」之特性，可對應漢語不同的能願動詞，反而增加教師「教」與學習者「學」之難度。

故本論文主軸為觀察在英語環境的初級漢語學習者，受英語、教師教學、教材與學習策略之影響，其學習過程與中介語呈現的情況為何。先分析學習者「會、可以、能」的第一與第二階段之學習過程，再編製學習單收集的語料。經由初步語料分析，可知學習者掌握得最好的為表示技能的「會」與表示允許的「可以」；而較差的為表示可能性的「會」與受情境影響能力的「能」。然後統整學習者使用正確或偏誤的原因，設計補救教學，並實施於課堂上。

經本研究發現，能願動詞之偏誤主要原因有四：其一為英語影響導致能願動詞之語義混淆，如「會」與「可以」相互誤用為最；其二為能願動詞部份語義重疊、相互通用的特徵，易形成誤代偏誤，如「可以」與「能」；其三為教師、教材的教學影響，學習者未建立清楚的觀念，如「可以」與「會」表「可能性」的差異；其四為能願動詞的語用功能複雜，需根據語境需求選用「會、可以、能」；且不同的主詞人稱、動詞詞組的搭配，亦會改變能願動詞的語義、使用，如「可以」表示「允許」或「可能性」，但使用「允許」的語義時，得考量說話人身份地位之不同的難點。

根據上述發現，本論文提出三點補救教學建議：首先，以情境導入代替英語對應式教學，藉由情境瞭解語義；再者，輔以精確的英語解釋代替“can”，減少英語與漢語之間語義的錯誤對應情形；最後，注重能願動詞與學習者已學之動詞的搭配關係，幫助學習者建立完整、有條理的能願動詞認知系統。最後，分析第三次筆試的語料，學習者經補救教學後，釐清「會」表可能性的觀念，正確率由23％提升至75％；但「能」與「可以」共用否定式「不能」的語義不清，產生誤代「不可以」的偏誤，正確率僅達18％。

透過本論文分析學習者學習過程與實施補救教學之研究，深入瞭解其學習難點與學習策略，及教師教學、教材等因素之影響。可協助學習者有系統地學習能願動詞。

關鍵字

能願動詞 ； 會 ； 學習策略 ； 第二語言習得 ； 能 ； 初級學習者 ； 可以 ； 中介語 ； 補救教學

並列摘要

Auxiliary verbs in Chinese language, also called “modal verbs” or “optative verbs”, are the parts of speech in Chinese language that express possibility, ability and permission. According to their meanings, such verbs in general are called “modal verbs”. Among them, “hui, keyi, neng” are the focal points in elementary Chinese grammar teaching. In the past, previous researchers have put most emphasis on semantic division and the definition of parts of speech, which belong to the scope of linguistics. Few studies have aimed at learning processes and teaching applications. Furthermore, researches combining both theories and practice are quite few. In terms of teachers’ instruction and teaching materials, English word “can” is still used for the corresponding translation for “hui, keyi, neng”. However, the word “can” has the property of multiple meanings in English, which has added difficulty to teachers’ “teaching” and learners’ “learning practices”.

Therefore, the main theme of this paper is to observe the influence of learner’s first language (English), teachers’ instruction, materials and learning strategies on elementary Chinese learners in an English environment, as well as the situations of their learning processes and their interlanguage (IL).
First, this study analyzes the first and second-stage learning processes in which learners learn “hui1, Keyi1, Keyi2 and Neng1”. Then, the data collected through learning sheets are compiled. Through primary data analysis, the findings indicate: learners have the best grasp on “hui1” when expressing “learned skills” and the “keyi1” when expressing “permission”, while having poorer grasp on “hui2” when expressing “possibility” and “Neng1” when expressing the capability affected by situations. Then, the reasons of correct or incorrect usage are analyzed and compiled for the design of remedial instruction in class.
According to the research findings, four main reasons account for the mistaken usage of these Chinese modal verbs:

1. The influence of English translation is attributed to semantic confusion of modal verbs; for example, the mutually-mistaken usage of “hui1” and “keyi1” occurs most frequently.
2. Due to the characteristics of semantic overlapping and mutually-interchangeable usage in some modal verbs in Chinese, the mistaken substitution occurs easily, e.g. “Keyi” and “Neng”.
3. Due to the teaching influence of teachers and teaching materials, learners can not build up clear concepts, e.g. the differences in expressing “possibility” by “keyi2” and “hui2”.
4. Because the complicated pragmatic function of modal verbs, “hui, keyi, neng” should be used selectively, depending on the linguistic contexts. Also, the semantic meanings and usage of modal verbs will be changed, depending on different personal subject and co-occurrence of verb phrases. For example, “keyi” expresses “permission”(keyi1) or “possibility”(keyi2); however, in the meaning of “permission”, different difficulties should be taken into account, regarding the speaker’s status and position.
According to the findings mentioned above, three suggestions for remedial instruction are proposed in this study:
First, situations introduction should replace English translation. That is, the semantic meanings should be understood through situations.
Second, precise English explanation should be used to replace “can”, so as to reduce the wrong correspondence of the semantic meanings between English and Chinese.
Finally, to assist learners in establishing complete and orderly recognition systems of modal verbs, the emphasis should be put on the collocation relation between modal verbs and the verb phrases that learners have learned.
In the end, the data in the third written test are analyzed. It shows that after receiving remedial instruction, learners have a better concept of “hui2” when expressing “possibility”; its accuracy rate is enhanced to 75％ from 23％. However, there are still problems in the semantic meanings regarding the negative “bu neng” shared by “neng1” and “keyi2”, hence the mistaken substitution of “bu neng” with “bu keyi”, reaching only 18% of accuracy rate.
This paper analyses the learning processes and the implementation of remedial instruction to understand the learning difficulties, learning strategies and the influence of teachers’ instruction and materials with respect to Chinese modal verbs “hui, keyi, neng”. It can assist teachers in designing teaching materials and learners in learning modal verbs effectively.

並列關鍵字

interlanguage (IL) ； remedial instruction ； learning strategy ； keyi ； neng ； beginning language learners ； Chinese modal verbs ； second language acquisition ； hui

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