泰籍學生學習現代漢語助詞「的」之偏誤分析與教學語法

An Error Analysis and Pedagogical Study of DE In Mandarin Chinese for Thai Learners

陳秋伶(Chiou-ling Chen)

指導教授 ： 鄧守信

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2011年)

摘要

「的」是漢語初級學習者須習得的字彙，泰語也中有類似限定標誌的用法；因此泰籍華語學習者在習得「的」字過程中，本應較容易；然而筆者透過研究中介語語料，分析其偏誤種類和原因，認為泰籍學生因泰語內複雜的定語系統，加上目的語「的」之泛化，因此泰籍學習者在學習漢語「的」字時還是會產生多種偏誤。
關於助詞「的」，許多學者早就進行了熱烈的討論，但課堂教學實踐上的討論卻相當少，眾多學術研究也未必適合泰籍學生，對外漢語教學方面涉及的仍是以英語為母語的學習者為主。是故，筆者利用在泰國任教的機會搜集泰籍學習者語料，來預測現代漢語「的」對泰籍學生可能產生的困難，再來以透過填寫問卷的方式作偏誤分析，依照漢泰偏誤分析結果提出「的」之教學排序，並對現有的教材，做出適合泰籍學生的教學排序建議以及教學語法。
本文首先依照前人文獻，並從教學的角度將現代漢語助詞「的」分成「的1」與「的2」兩大類，其中再細分為8小項；筆者認為其中的「假領屬」、「離合詞」結構皆是泰文中沒有的句法，是泰籍學生容易產生偏誤的原因，在本研究中我們也將「的」之隱現提出詳細的探討。其次，「是……的」句型以及「句末語氣詞」也是較抽象的，本研究以Li(1999)與Chu(2002)所提到的一個觀念：言談標記(discourse marker)，認為句末語氣助詞應具有某種核心意義，在不同的語境中以及交談原則，會產生、表達出不同的語氣，「的」在人際互動過程中有客氣尊敬、給人面子等語氣緩和的機制。
本論文期望對泰籍學習者在「的」字用法上作實用性的貢獻，以降低學習者的偏誤和學習困難度，以期增進學習興趣與效率。

關鍵字

的 ； 助詞 ； 偏誤分析 ； 教學語法排序 ； 泰籍學習者

並列摘要

"DE" is the primary word for people learning the Chinese language. The Thai language has a similar usage for "DE" as well. When Thai Chinese learners are in the acquisition of the " DE " word process, you would think it would make it easier for them. However, the author found out that the Thai students still produce a variety bias of "DE" through researching corpus and analyzing the types and causes of errors. Many scholars have had numerous discussions about the particle "DE ", but the discussion of teaching practice is quite rare. Many of the academic studies may not be suitable for Thai students either; also teaching in foreign language is still mainly for English learners. Therefore, the author uses the opportunity to gather corpus while teaching in Thailand in an effort to predict the error that Thai students may make. Then do the error analysis of the difficulties that may arise in Thai by completing questionnaires. Finally, according to analyzed results it gives the teaching materials suggestions and its pedagogical sequence.
In accordance with previous studies, the author divides modern Chinese particle "DE" into two categories "de1" and "de2" from the teaching point of view, which are further divided into 8 small items. The author thinks Thai students are more prone to make error in "false possessive," and "separable verb" structures; also "SHI ... ... DE" structure because it is more abstract. This study referred to the idea of discourse marker (discourse marker) from Li (1999) and Chu (2002) that the modal particle in the end of the sentence should have some significance expressing different tone in different contexts and communication principles."DE" in the respect of human interaction can show politeness, give people face such as tone of relaxation mechanism.
This paper is aimed to make practical use of the "DE" word and contribute in reducing the bias of learners and learning difficulty in order to promote interest in learning and efficiency.

並列關鍵字

De Constructions ； Particle ； Error Analysis ； Pedagogical Sequencing ； Thai Learner

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