連体修飾節におけるテイルの習得

本文縱斷式地分析連體修飾節內テイル的使用狀況，並考察其習得過程。藉由分析6名學習者在3年半內所寫的作文，得到了以下的結論。 1.在連體修飾節內的テイル的用法當中，「運動的持續（±長期）」是最快被學習者習得的用法。其他的用法在3年半內甚少出現。由此可知，連體修飾節中的テイル與句尾的テイル顯示出不同的習得傾向。 2.學習者使用連體修飾節中的テイル時，幾乎都集中在使用「運動的持續（±長期）」的用法。那是因為「運動的持續（±長期）」的用法在句尾必須使用テイル，因此學習者比較容易運用到連體修飾節中。此外，教科書在介紹連體修飾節時，將テイル的「運動的持續（±長期）」的用法列為第一個導入的項目也與學習者在初期就會使用「運動的持續（±長期）」有關。

關鍵字

連體修飾節；テイル；縱斷研究；習得過程

並列摘要

Acquisition studies relating to-te iru have mainly focused on the end-of-sentence position, while-te iru in noun-modifying clauses has been less fully investigated. This paper examines the acquisition process of-te iru in noun-modifying clauses by using a longitudinal corpus. Japanese compositions written by six Taiwanese learners were analyzed through three and a half years. The results from the study are as follows: 1. The easiest function of-te iru in noun-modifying clauses is ”movement continuation (±long term)”. While the other functions of-te iru in noun-modifying clauses showed few, the commonality between-te iru in the end-of-sentence position and in noun-modifying clauses has not been found. 2. The application of-te iru in noun-modifying clauses mostly focused on ”movement continuation (±long term)”. This may indicate that it is easy to apply this function to noun-modifying clauses because-te iru is required to be used in the end-ofsentence. Moreover, ”movement continuation (±long term)” has been introduced first in textbooks is also related to the frequent application of this function.