日籍學生中文分裂句以及準分裂句之第二語言習得

本文旨在探討以日語為母語之學習者對於中文分裂句及準分裂句的學習情形，主要研究議題包含觀察學習者的分裂句及準分裂句的習得是否受到中文合法性效應、句構效應、分裂句類型效應、語境效應以及語言程度效應影響。本研究主要採用真假值測驗、接受度判斷測驗、以及問答選擇測驗。受試者分為實驗組以及控制組。前者為三十位以日語為母語且在國立台灣師範大學國語文中心學習中文的學生，並按其中文程度分為中低級及中高級兩組，每組十五名。後者則為十五位母語人士。首先，研究發現句子的合法性並不影響學習者在分裂句以及準分裂句的表現。就五種分裂片語類型來看，不同分裂片語類型也不影響學習者對分裂句及準分裂句的接受度。此外，在五種分裂句類型當中，受試者最能接受的是名詞、動詞、及介繫詞組，最後是副詞及形容詞。在語境效應方面，受試者會依語境的不同來選擇分裂句或準分裂句。此現象顯示受試者的表現的確受到語境效應的影響。最後，在語言程度效應方面，受試者之中文程度越高，其分裂句及準分裂句的表現越趨向母語者的表現，顯示受試者對中文分裂句以及準分裂句的掌握度會隨者其中文能力的提升而有所增進。

關鍵字

分裂句；準分裂句；中文合法性效應；句構效應；分裂句類型效應；語境效應；語言程度效應；第二語言習得

並列摘要

The present study conducted an empirical study with an aim to investigate the Japanese students’ acquisition of Mandarin clefts and pseudo-clefts. The issues addressed in the present study included grammaticality effects, construction effects, cleft type effects, contextual effects, and proficiency effects. In addition, the study conducted three tasks: a Grammaticality Judgment Task, an Acceptability Judgment Task, and a Multiple Choice Question Task to examine the subjects’ interpretation of Mandarin clefts and pseudo-clefts. Thirty Japanese students were recruited and further divided into two groups, i.e., 15 low-intermediate and 15 high-intermediate subjects, based on their Mandarin language proficiency. Moreover, fifteen Mandarin native speakers participated in the study as the control group. The overall results indicated that the subjects’ performances were affected by the grammaticality of clefts and pseudo-clefts and that no construction effects were found. As for cleft types, the subjects highly accepted the NP, VP and PP types, whereas their acceptance rates for the ADJP and ADVP clefts were the lowest of all, indicating that cleft effects were obvious, though construction effects were not. In addition, it was found that our subjects strongly associated certain cleft sentences with certain contexts. The contextual effects and construction effects were attested in this study. Finally, it was found that the Japanese learners’ cleft performances were affected by their L2 proficiency. The better their L2 proficiency was, the better they performed on clefts and pseudo-clefts.

並列關鍵字

clefts ； pseudo-clefts ； grammticality effects ； construction effects ； cleft type effects ； contextual effects ； proficiency effects ； second language acquisition

參考文獻

Arani, M. T. 1985. Error Analysis: The Types and the Causes of the Major Structural Errors Made by Iranian University Students when Writing Expository and Imaginative Prose. PHD Dissertation, State University of New York at Buffalo, New York, NY.