「語法塊」作為華語教學語法的基本單位：以「了」為例

本研究基於線上互動語料的觀察，提出「語法塊」作為一個包含語言結構、意義、語境資訊「整體概念」的教學語法單位，說明「語法塊」和語言結構、語境、語法功能的關聯。藉由觀察實習教師與漢語第二語言學習者的線上互動語料，以第二語言習得的觀點，探討「語法塊」是否更適合作為華語教學語法的基本單位，並可避免使用「語法點」作為教學單位所衍生的問題。以「語法塊」作為教學語法的基本單位應用在語法教學與教材編寫上，可以提供學習者漢語語法的各語言平面資訊，解決學習者的理解困難，並幫助其在自然對話中使用該語法。本研究以漢語語法「了」為例，從高級程度華語個案學習者收集了共計九次課堂，時長約十二小時中介語語料中，觀察學習者對「了」的「語法塊」習得歷程，研究其語法難易、語義認知、教學排序等第二語言的語法習得上的問題。並提出以「語法塊」作為教學語法的基本單位，應符合三項前提：一、語境前提：「語法塊」在特定語境有對應意義；二、結構前提：「語法塊」的共現頻率高、黏著性強；三、第二語言習得前提：「語法塊」可以與學習者母語的概念對應。本研究更對照教材中所收錄的「了」相關「語法項目」，總結出五個用以評估教材描述是否符合學習者二語習得需求的具體指標，分別為：一、對語言結構的說明；二、對語言基本語義、語言功能的說明；三、是否提供典型例句；四、對使用語境的說明；五、提供對應的外語翻譯或外語說明。

關鍵字

二語習得；教學語法；了；教材分析；中介語分析

並列摘要

Based on the observation of online interactive corpus, this study proposes "grammar chunk" as a pedagogical grammar unit containing "whole concept" of language structure, meaning, and contextual information. By observing the online interactive corpus of a trainee teacher and a Chinese as second language learner, and from the perspective of second language acquisition, this research observes the online interactive corpus of trainee teacher and Chinese as a second language learner, to indicate the "grammar chunk" is more suitable as the basic unit of pedagogical grammar and can avoid the problems derived from using "grammar" as Chinese grammar unit. Taking "grammar chunk" as the basic unit of pedagogical grammar and applied in grammar teaching and textbook compilation, it can provide learners with information on each language level of Chinese grammar, solve learner’s difficulties in understanding, and help them use the grammar in natural dialogues. Taking the Chinese grammar "le" as an example, this study collected a total of nine classes from an advanced-level Chinese case, with a duration of about 12 hours of interlanguage corpus and observed the learner's acquisition of the "grammar chunks" of "le" to study learner's grammar acquisition problems, including the second language's grammar difficulty, semantic cognition, and learning order of grammar. It also proposes that using "grammar chunk" as the basic unit of pedagogical grammar should meet three premises: First, contextual premise: "grammar chunk" has corresponding meaning in a specific context; Second, structural premise: co-occurrence of "grammar chunk" have a high frequency and strong adhesion; Third, the premise of second language acquisition: "grammar chunk" can correspond to concepts in the learner's native language. In this study, it compares the actual used "le"-related "grammar chunks" in the online interactive corpus to the "le"-related "grammar items" included in the textbook, five specific indicators are summarized to evaluate whether the description of the textbook meets the learner's second language acquisition needs. They are: First, explanation of language structure; Second, explanation of the basic semantics and functions of the language; Third, whether to provide typical example sentences; Fourth, explanation of the context of use; Fifth, whether to provide corresponding foreign language translation or foreign language explanation.