越南學習者習得華語補語的偏誤分析 及教材設計

Analyzing Common Errors of Vietnamese Students in studying Chinese Complements and Designing Teaching Materials

黃素娥(To-Nga Huynh)

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(2011年)

https://doi.org/10.6840/cycu201100942

摘要

漢語補語是現代漢語中常見的句型，同時也是漢語作為第二語言教學中重要的語法點。漢語補語的結構複雜，變化形式多樣，加上在其他語言中沒有相對應的形式，使學習者在學習和使用時常常覺得困難重重。因此，漢語補語一直以來是外國學生習得的難點。
故本論文以情態補語、結果補語、趨向補語、可能補語、動量補語和時量為研究主題，旨在探討越南學習者習得漢語補語所產生的偏誤。首先，本論文採用測試卷調查法進行蒐集語料，然後進一步分析、編製收集的語料。藉由分析的結果，得知越南學習者在六種補語中習得最好的是時量補語（58%）、動量補語（55%）；而最差的為結果補語（36%）、可能補語（37%），其次為趨向補語（40%）、情態補語（48%）。在偏誤類型方面，誤代偏誤出現的次數最多（38%），其次是遺漏偏誤（22%）、錯序偏誤（18%）。從學習者習得的難點來看，學習者對可能補語的正反問和肯定形式、趨向補語「起來」的引申用法以及結果補語的否定形式掌握得比較不好。
經由研究者進一步漢語補語和越南語補語對比分析發現，越南學習者習得漢語補語時產生偏誤的原因主要是出於母語的負遷移。此外，影響學習者習得的還包含目的語泛化、出題不夠謹慎、教材解釋不清、練習不足、學習者太過仰賴母語等因素。
最後，本論文根據中介語的呈現以及討論分析結果，提出結果補語和可能補語教學建議，並設計出針對初級漢語越南學習者其兩種補語自學教材，以輔助課堂上教學的不足。期望本論文研究結果能實際運用到華語教學方面，同時也可供未來華語教學研究界參考。

關鍵字

越籍華語學習者 ； 漢語補語 ； 中介語 ； 偏誤分析 ； 自學教材

並列摘要

Chinese complements are not only a common structure in modern Chinese but also the most important grammar point. The complexity in the structure, diversity in form of Chinese complements and without reciprocal comparisons in other languages that make difficulties in learning and using learners. Therefore, Chinese complements are always the difficult grammar point for foreign students.
Considering these reasons, this study was research in mistakes of learners in the process of using Chinese complements such as modal complement, results complement, directional complement, possible complement, complement of frequency and complement of duration. Multiple-choice method was used to collect data which were analyzed and sorted then. From the results of analysis showed that Vietnamese students have the best learning in complement of duration (58%), followed by complement of frequency (55%) and the worst learning is the result complement (36%) and the possible complement (37%), followed by the directional complement (40%) and the modal complement (48%). The mistakes were found at most in wrong usage (38%), followed by missing (22%), wrong location (18%). Analysis results proved that the students have not known well yet about positive forms of possible complements, metaphorical forms of directional complements, qi-lai, and of negative forms of results complements.
Conducting analysis of contrast between Chinese complement and Vietnamese complement reveals that Vietnamese students’ mistakes commonly got when studying Chinese complements that results in the influence of their mother tongue. In addition, there are other factors as the complexity of Chinese, imperfect tests, unclear syllabus explanation, less homework and relying too much on mother tongue, etc...
Finally, on the results of analyses, this research could support effectively in result complements and possible complements teaching and design the self-study syllabus for Vietnamese students that aim at modifying the defects in classroom teaching. The research results may apply to the actual teaching and can also be useful references to the researches in teaching Chinese in the future.

並列關鍵字

Self-instructional material ； Vietnamese Chinese learner ； Error analysis ； Chinese complement ； Interlanguage

參考文獻

陳宛儂（2010）。對外華語文混成式教學初級數位教材之設計與研究。碩士論文，中原大學。

Krashen,S. (1981)Second language acquisition and second language learning. Oxford: Pergamon.

孫韶徽（2010）。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。碩士論文，中原大學。

陳盈樺（2010）。基於學習者語料庫之「的」字定語教學研究—以英語為母語之初級漢語學習者為對象。碩士論文，中原大學。

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