漢語敘述體趨向事件表述之偏好與視角探究

本研究針對漢語敘述體（narrative）中的趨向事件結構探討以下兩點問題：（1）漢語母語者/漢語學習者對於不同趨向事件結構是否有其偏好性？（2）藉由提供「第一人稱」和「第三人稱」不同的「立足點」指示，漢語母語者/漢語學習者對於趨向結構中的「來去動詞」的選用將如何受到影響？本研究以線上問卷方式進行調查，受試者（漢語母語者178人；漢語學習者30人）一邊觀看繪本故事中的圖片、一邊判斷數個結構不同的漢語語句「自然度」。另外，問卷還分為「第一人稱組」和「第三人稱組」，兩組被指示的「立足點」有所不同。本研究發現（1）漢語母語者偏好含有方式動詞的表達方式，此一現象支持Slobin（1997）、Chen（2005）等的看法，即雙衛星結構為最主要的漢語趨向表述結構；而部分母語為動詞語言（如日語）的學習者，則可能因母語遷移影響，傾向認為句中的方式成份是不必要的。（2）當語句中的移動主體並非故事主角「我/小男孩」，且移動主體朝向「我/小男孩」移動時，母語者第一人稱組與第三人稱組對於來去的選用有所差異，與劉月華（1980）的看法一致；此一狀況下的來去選用對於學習者而言是容易的，在本研究中學習者在判斷這類語句的來去的錯誤率為零。（3）然而當（i）移動主體並非故事主角「我/小男孩」，但移動主體亦非明確朝向「我/小男孩」移動時（ii）移動主體為故事主角，且並非自主性移動時，母語者第三人稱組傾向以「正常人可以正常出現的地方」為立足點（洪碧霞，2013），第一人稱組從小男孩觀點來看，立足點恰好也與所謂的「正常所在」重合，因此這兩種情況下母語者兩組對於「來」、「去」的選用相同；而此二情況下的來去選用對於學習者而言相對困難，則可能出於學習者與母語者對於立足點認知的差異。

關鍵字

敘事體；趨向事件；立足點（視角、參照點）

並列摘要

This study investigated two issues concerning with Chinese motion event constructions in narrative: (1) Do Chinese native speakers and L2 learners of Chinese have a preference for any one of the motion event constructions? (2) How are Chinese native speakers and L2 learners of Chinese affected by the “first person” and “third person” mode regarding “LaiQu verb” in Chinese motion event constructions? Two hundred and eight participants in total (178 Chinese native speakers and 30 L2 learners of Chinese) were divided into two groups, “first-person” and “third-person”group, and were asked to determine to what degree the sentences that describe motion events were natural when viewing several pictures of a story book (Frog story). The results showed that (1) Chinese native speakers had a preference for sentences containing verbs with manner, which confirm the views of Slobin (1997) and Chen (2005). However, some learners whose mother tongue were verb-framed languages tended to choose sentences that omit manner verb; (2) In line with Liu (1980), when the figure in the sentence is not the main character (“I/the little boy”) of the story and is moving toward “me/the little boy”, the two groups of the native speakers used different “LaiQu verbs”. In this case, it is easy for the learners to pick out the correct “LaiQu verb”; (3) first, when the figure is not the main character (“I/the little boy”) and is not moving toward“me/the little boy” , and second, when the figure is the main character and the movement is not autonomous, the native speakers of the “third-person” group tended to regard “the place where people usually located” as the reference point (cf. Hong, 2013), and chose the same “LaiQu verb” as the “first-person” group’s native speakers. It is relatively difficult for the learners to single out the correct sentences that involve deictic expressions “LaiQu verb” under the two circumstances stated. This might be due to essential cognitive difference toward refenrecne points between native speakers and L2 learners.