印尼學習者習得漢語被動句之 偏誤分析與教學建議

An Error Analysis on Chinese Passive Voice produced by Indonesian-speaking Learners and Suggested Teaching Notes

林怡嘉(Rika Limuria)

指導教授 ： 黃麗儀

中原大學/人文與教育學院/應用華語文研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400024

摘要

被動句是人類溝通上的重要的語法點之一，漢語被動句也不例外。跟其他語言不同的，漢語被動句則是用來表示不幸之事。此特殊的語法功能更是印尼學習者學習漢語被動句的難點之一。基於課堂上的觀察和研究者對於漢語和印尼語的知識，研究者以對比分析和偏誤分析的方式來探討印尼學習者學習漢語被動句所遇到的困難並找出偏誤的原因。
　　研究者先透過對比分析來了解漢語和印尼語被動句的共同和異同點，接著根據對比分析的結果預測學習者可能會產生的偏誤並設計測驗卷，再把測驗卷收集的語料分類，進行偏誤語料分析和找出偏誤類別與造成偏誤的原因。憑上述的結果，設計出被動句教學模式並以行動研究的方式進行教學。從學習者的學習成效評估研究者所實施的教學模式和最後提供適用於印尼學習者的教學建議。
　　研究者發現從本研究的三類被動句，SP3的偏誤最多，其次為SP2，而SP1的偏誤是最少的。從偏誤類別來看，誤加偏誤則為最多，其次為錯序和誤代之偏誤，遺漏之偏誤則為最少。進行教學時，研究者先透過圖片和動畫來引起學習者對於被動句的興趣和給予學習者提供被動句的語用規則。當學習者已瞭解漢語被動句的語用規則之後，研究者再根據偏誤分析結果所設計出來的語法排序進行教學。
　　為了評估研究者所設計的教學模式之效率，研究者在教學前和教學後進行測試，並從前後測結構之對比得知本研究所採用的教學模式能夠減少學習者的偏誤率。

關鍵字：漢語被動句、語言教學、對比分析、偏誤分析

關鍵字

語言教學 ； 偏誤分析 ； 對比分析 ； 漢語被動句

並列摘要

Passive Voice is one of the important elements in human communication, and Chinese Passive Voice also plays a significant role in Chinese language. Different from any other languages, Chinese Passive Voice is primarily used to express unfortunate condition. Thus this special characteristic of Chinese Passive Voice has become one of the most difficult aspects for Indonesian-speaking learners to learn. Based on writer’s observation and understanding on Chinese and Indonesian Passive Voice, the writer would apply Comparative Analysis and Error Analysis to understand further about the difficulties faced by Indonesian-speaking learners in the process of acquiring Chinese Passive Voice, and to find out the causes of these difficulties.
Through Comparative Analysis, the writer found out the similarities and differences between Chinese and Indonesian Passive Voice, and designed an aptitude test based on the result. The aptitude test was used to collect data, which was later being analyzed by using Error Analysis method. The purpose of this analysis is to find out the causes of learners’ errors. Based on the above result, the writer designed a teaching curriculum and thus implemented it in class through action research. Through the comparison of Pre and Post-test result, the writer was going to examine the strengths and weaknesses of the teaching curriculum used in this research.
The writer found out that among the three types of Passive Voice analyzed in this research, errors from SP3 type was the most prominent, the second was SP2 type, and SP1 was the one with least errors. From the point of error types, additional error was the most obvious one, second and third were misordering and misinformation errors, and omission error was the least found in this research.
To examine the teaching curriculum that was implemented in this research, the writer had conducted pre and post-test, and through the comparison of the result, the writer found out that the teaching curriculum that was used in this research could decrease the error percentage produced by Indonesian-speaking learners.

Keywords: Chinese Passive Voice, Teaching Method, Comparative Analysis, Error Analysis

並列關鍵字

Comparative Analysis ； Chinese Passive Voice ； Error Analysis ； Teaching Methods

參考文獻

施玉惠、楊懿麗、梁彩玲（譯）（2007）。Brown, H. Douglas著。（Teaching by Principles: An Interactive Approach to Language Pedagogy）。台北：台灣陪生教育出版股份有限公司。

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Lado, Robert. (1964). Language Teaching: A Scientific Approach. 台北：中央圖書出版

Schachter, Jacqueline. (1974). An Error in Error Analysis. Language Learning, 24 (1974), 205-214.

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