韓籍華語學習者華語動態助詞「了」之習得研究與教學應用

「了」是華語學習者學習難點中的難點（陸儉明，1980）。「了」依據在句子裡位置的不同，可以分成動態助詞「了」以及語氣助詞「了」。本研究以動態助詞「了」為研究重點。本研的語料來源是韓籍學習者的日記與作業。透過分析中介語語料，找出動態助詞「了」的相關結構以及了解學習者的習得情形；並在中介語語料分析的基礎上，設計前測測驗卷。藉由前測測驗施測的結果，進行教學設計，再透過後測施測以了解學習成效。在中介語料分析的基礎上，依照使用頻率、偏誤率以及結構複雜程度，排出適當的教學語法順序為：。根據中介語語料與前測測驗分析結果，發現結構「V+了+修飾語+O」、結構「V+了+數量補語」、連動句與重動句等結構，是學習者較難習得的。而動態助詞「了」與副詞「沒」、動態助詞「了」與動態助詞「過」、動態助詞「了」與頻率副詞以及動態助詞「了」與狀態動詞等則是學習者容易產生偏誤的原因。因此，針對學習者的學習難點進行教學設計。經過教學之後，學習者的學習情況都有所改善。最後，期望本研究所提出的動態助詞「了」教學語法順序以及教學設計能對未來華語教學界有所幫助。關鍵字：動態助詞「了」、中介語、韓籍學習者、教學語法、教學設計

關鍵字

教學設計；韓籍學習者；教學語法；中介語；動態助詞「了」

並列摘要

This research focuses on helping Korean learners to understand the aspect particle “了” (le). Research material comes from students’ diary and homework. By analyzing the interlanguage corpus, we can identify related structures of the aspect particle “了”. Besides, we can check learners’ learning condition. Furthermore, we can design pre-test based on interlanguage corpus analysis. According to the result of pre-test, we can get to design instruction, then check their learning condition via the post-test. When analyzing based on interlanguage corpus, according to frequency of use, error rate and structural complexity, the proper pedagogical grammar orders as follows: structure “V+了+O”, action sequence, structure “V+ complement +了+O”, structure “V+了+ modifier +O”, structure “V+了+ quantitative complement”, run-on sentence and verb-copying sentence. On the basis of interlanguage corpus and pre-test analysis result, structure “V+了+ modifier +O”, structure “V+了+ quantitative complement”, run-on sentence and verb-copying sentence are found to be more difficult for learners. Learners are easily affected by the object adverb “沒” (mei), aspect particle “過” (guo), frequent adverb and static verbs, that’s what misleads them. Design instructions according to learners’ pinch points. At the end of the course, their learning conditions are improved. Finally, I hope the pedagogical grammar sequence and instruction design of aspect particle “了” (le) in my research will have an impact on Chinese teaching in the near future. Key words: aspect particle “le”; inter-language; Korean Learners; Pedagogical Grammar; Pedagogical design.