對外初級華語比較句型之教學排序的分析與研究

比較句型在對外華語教學中佔了不小的比例，加以兩岸及海外對比較句的教學設計又大不相同，尤其在教學排序上各自有不同的意見。筆者針對台灣二語學習者在時下眾多的華語教材對比較句型不同的排序，分析出一套既容易又有效率的教學排序就是：勝過、不及、極比、等同、近似。本文先說明研究的背景、動機與目的，並對比較句型在時下主要的華語教材不同的排序做一比較與概說，再就比較句型在學者建議之不同教學排序上的分類進行探究，然後對20位接受台灣華語訓練的學生進行實驗教學，最後分析出對教學者最有效率的教學排序以及對學習者最容易的學習排序。本實驗得出之比較句式的教學排序是反應了比較句式的實用性與L2學生的認知程度，也應證了Krashen, S. (1982) 的自然順序假說，人類語言知識的建立有一定的順序。並期待藉由本實驗研究的結果，能對台灣目前主流的教材和未來編寫初級漢語教材的學者們，提供一套針對比較句型既合理又科學化之教學排序的選擇。關鍵詞：初級華語、比較句型、教學排序、自然順序假說

關鍵字

初級華語；比較句型；教學排序；自然順序假說

並列摘要

Comparative sentence patterns occupy an important place in the teaching of elementary Chinese as a foreign language, and the teaching design of comparative sentences is very different whether it is cross-strait or overseas, especially in terms of teaching sequence. The researcher analyzed teaching sequences from the current Chinese textbooks for Taiwanese second language learners and ultimately concluded that the best sequence is: exceed, inferior, superlative, equivalent, approximate. This paper first explains the background, motivation and purpose of the research, and makes a comparison of the different sequences of sentence patterns in the current major Chinese textbooks. The researcher then probes the comparative sentence patterns in the different teaching sequences suggested by scholars, then conducted experimental teaching on 20 students who have received Chinese training in Taiwan, and finally determined the most efficient teaching sequence for teachers and the easiest learning sequence for learners. This comparative sentence pattern teaching sequence discovered and demonstrated in this experiment reflects the practicality of the “comparative sentence pattern” and the L2 students’ cognitive level, which fully supports the “natural order hypothesis” of Krashen, S. (1982), and the idea that the establishment of human language knowledge has a certain order. It is hoped that the results of this study can provide a choice for a reasonable and scientific teaching sequence for comparative sentence patterns. These can be used in current mainstream textbooks in Taiwan and by the scholars in Taiwan who write elementary Chinese textbooks in the future. Key words: elementary Chinese, comparative sentence patterns, teaching sequence, The natural order hypothesis