從中介語分析探討漢語可能補語之教學策略－以中級華語學習者為例

Interlanguage Analysis and a Study of the Teaching Strategies of Chinese Potential Complement for the Intermediate Chinese Learners

洪晉緯(Jin-Wei Hung)

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(2013年)

https://doi.org/10.6840/CYCU.2013.00331

摘要

可能補語（Potential Complement）於現代漢語中無論在語法格式及語義內容上都有其重要性，同時也是漢語作為第二語言教學中重要的語法點之一。由於可能補語結構較為複雜，內部結構牽涉補語成份的多樣性，且在絕大多數語言中，並沒有直接相對應的形式，造成外國學習者在學習及使用過程中常常感到挫敗，為習得的一大難點之一。此外，相關針對可能補語設計的教材，都僅針對語法格式及語義進行解釋，卻無針對學習者相關的教學因應方式提出具體的教學策略。
有鑑於此，本研究嘗試以中級學習者的角度進行探討，運用研究者設計的測驗試卷進行語料蒐集，將蒐集語料建制為「小型學習者可能補語中介語語料庫」，運用中介語分析方法分析語料庫中學習者可能補語的正確使用與偏誤使用，探討學習者常見的偏誤類別與其偏誤率。按照學習者的偏誤率，輔以可能補語的使用頻率、語義複雜度、語法格式及補語內部結構排出適切的教學語法排序，並在教學語法排序的基礎上，進一步設計出針對中級華語學習者相關的教學設計與教學策略，最後將教學設計運用行動研究方式於真實課堂中進行教學與修正，最後對可能補語的教學設計與教學策略提出相關的建議。
研究發現，學習者對於三類可能補語格式的掌握上，語法格式以A類掌握最好、B類次之，C類掌握最差；在可能補語語義複雜度部份，學習者對於本義的掌握能力較引申義好；在補語內部成份的部份，學習者掌握最好的是由結果補語成份所構成的可能補語，由簡單趨向補語成份所構成可能補語次之，複合趨向補語成份所構成的可能補語掌握最差。若教學順序以上述的排序由簡單至困難進行教學，學習者對於可能補語能有較好的掌握。而在教學設計部份也發現，運用故事教學及情境解釋的方式，有助於學習者可能補語的學習。
最後，本論文根據中介語分析結果，提出針對可能補語的教學語法排序，除此之外，亦提出針對可能補語的相關教學步驟，亦將此排序運用於可能補語的教學設計中實際教學並修正。期望本論文研究結果除了能供教學第一線的華語教師作為參考以外，亦可對於未來補語相關研究有所助益。

關鍵字

中介語分析 ； 教學語法 ； 教學設計 ； 可能補語

並列摘要

The potential complement is very important for grammatical form and meaning. Also it is one of the critical grammar points when teaching Chinese as a second language. Because the structure of potential complement is very complex, the internal structure involves in the diversity of complement, also there are no direct corresponding forms in most languages, which usually result in frustration among foreigners who learn or use Chinese. It is one of the more difficult points of language acquisition. Besides, the teaching materials related to complement mainly aim at teaching grammatical structure and meaning, moreover no concrete teaching strategies are put forward for teaching ways of coping with learners.
Hence, this research tried to explore from the angle of intermediate learners, the test paper designed by the researcher was utilized to collect corpora and the Ineterlanguage Corpus of Potential Complement for Learners was built. The correct usage and error usage of potential complements by the learners in the corpus were analyzed with the method of Interlanguage Analysis. The error usage types and error usage rate commonly found among learners was explored. Based on the learner’s error usage rate, supplemented by the usage frequency, the complex level of the meaning, grammatical form and internal grammatical structure, the suitable pedagogical grammar order was set and based on the pedagogical grammar order, teaching design and teaching strategies aiming at intermediate Chinese learners were further designed. Then, the teaching designed was utilized and modified in the real classes with action research. Finally, suggestions related to the teaching design and teaching strategy of potential complement were put forward.
The result of the research indicates that the learners were skilled at Type A the most, they master Type B the second and Type C the worst when they study the forms of potential complement; in the respect of the complex level of potential complement’s meaning, the learners master the original meaning better than the extended meaning; regarding the internal components of complement, the resultative complement is the easiest for the learners to master, simple directional complement is the second easiest and the compound directional complement is the more challenging. If the teaching order can be set from simple to difficult points, the learners may study the complement better. With regard to teaching design, it is found that story-telling teaching method and explanation of context are helpful for the learners to learn the potential complement.
Finally, according to the results of interlanguage analysis, this research points out the pedagogical grammar order of potential complement. Besides, teaching steps of potential complement are proposed. The order was utilized in the teaching design of potential complement and modified in the practical teaching. It is expected that this research can be used as a reference for the first-line Chinese teachers and also benefit for the future studies involving potential complement.

並列關鍵字

Interlanguage Analysis ； Potential Complement ； Teaching Design ； Pedagogical Grammar

參考文獻

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