華語學習者之口語敘事—以無字圖書「青蛙，你在哪裏？」

本研究主要探討英語為母語之成人華語學習者，以華語和英語敘事時，使用六種指稱詞 (純名詞、限定名詞、非限定名詞、所有格、代名詞、零代詞)之異同與使用情形，並進一步探究其在目標語言之指稱詞使用情形上之跨語言影響。研究對象以十五位程度TOCFL B1 等級之英語為母語之成人華語學習者作為研究之華語學習組，及十五位華語為母語成人者為華語母語組，以Mercer Mayer (1969)的無字圖畫書(Frog, where are you? )為研究工具，將受試者的華語與英語之敘事語料進行錄音、轉譯、編碼之質性分析與研究。研究結果顯示，華語學習組在華語敘事中，懂得以「非限定名詞」介紹首次出現的角色，並能夠使用「代名詞」或「零代詞」為回指來指涉前面已被提及的對象。整體來說，「代名詞」是華語學習組無論在使用次數或回指角色的部分，為最常使用的指稱形式，而「代名詞不清楚」的指涉也是最為頻繁。另一方面，「零代詞」的使用次數及「零代詞回指」的部分，也少於華語母語組的使用情形，尤其「零代回指清楚」的部分，就表現得比華語母語組差，無法清楚交代所指的對象，容易讓聽者產生誤解。此外，研究結果指出，儘管本研究中的華語學習組已有中高級華語程度，同時也有平均約3.8 年學習華語的經驗，且目前仍持續在華語地區學習華語，仍有部分受試在華語指稱詞的使用上，有指稱不清楚的情形，其原因可能受到本身母語的影響(如母語干擾 L1 interference) ，或者受到華語二語程度的限制，致使他們在某些華語指稱詞使用上，出現該用零代詞卻用代名詞，或該用代名詞卻用零代詞的情形，是為學習華語上的難點。最後，希望藉由此研究結果，提出華語教學及未來研究上的建議，以期增進華語學習者的敘事能力，在指稱用法上之技巧更臻成熟。

關鍵字

中高級華語學習者；敘事能力；指稱詞；回指

並列摘要

This study mainly discusses the similarities, differences and devices of using six types of referentials (bare nominals, determinate nominals, indefinite nominals, possessive nominals, personal pronominals, and zero anaphora) for the English CSL learners in both Chinese and English narratives individually, and further explores its cross-linguistic influences on the referential devices in the target language. The research subjects were 15 TOCFL B1 level English CSL learners, and 15 native Chinese adults using a wordless picture book, “Frog, where are you? (Mercer Mayer, 1969) as a research tool. And the subjects’ Chinese and English narrative corpus is recorded, translated, and encoded for qualitative analysis and research. The results of the study show that the English CSL learners in the Chinese narrative understands the role of the first mention of “determinate nominals” and is able to use “personal pronominals” or “zero anaphora” to refer to the previously mentioned objects. Overall, the “personal pronominals” is the most commonly used referential regardless of the number of uses or anaphoric roles in the English CSL learners, and the reference to “ambiguous personal pronominals” is also the most frequent. On the other hand, the number of uses of “zero anaphora” and the part of “zero anaphora” are also less than those of the native Chinese adults. And the part of zero anaphora clear recognition performs worse than the native Chinese adults. It is impossible to clearly explain the object and it is also easily misunderstood by the listeners. In addition, the results of the study indicate that although the English CSL learners in this study are Intermediate-High English CSL learners, have an average about 3.8 years of Chinese learning experience, and currently continue to learn Chinese in Chinesespeaking area, there are some subjects who still have the ambiguity of referential use. The reason may be influenced by their mother tongue (such as L1 influence), or limited by the degree of second language, so that they use zero anaphora instead of personal pronominals, or personal pronominals instead of zero anaphora. It is also a difficulty in learning Chinese. Finally, we hope that through this research, suggestions for Chinese language teaching and future research will be put forward in order to improve referential skills of Chinese language learners and the referential devices will become more mature.