| 摘要: | 結構助詞「的」在現代漢語中使用頻率極高，是華語初級課程中必須習得的虛詞及語法。結構助詞「的」為語法中的「定語」標誌，連接名詞短語結構中的「定語」及「中心語」成分，以「代詞/名詞+的+中心語」、「形容詞+的+中心語」、「動詞/子句+的+中心語」表示領屬、修飾及子句關係。本研究探討初級越南籍學生學習助詞「的」之偏誤類型、頻率及偏誤形成的可能原因。研究中並對照同樣程度及學習進度的印尼及日本學生，探討母語中名詞短語結構為「向右分枝」（中心語+定語）及「向左分枝」方向（定語+中心語）的學習者在使用助詞「的」所產生的語言偏誤是否受到母語負遷移的影響。本研究以學生的測驗卷（非自然形式語料）、造句及作文（自然形式語料）為研究工具，建立語料編碼系統，根據語法形式的特徵區分出偏誤類型，共歸納出學生的遺漏偏誤3類、誤加偏誤5類、誤代偏誤3類、錯序偏誤15類，及其他偏誤類別10類。研究結果統計越南學生在測驗卷與造句、作文語料中錯序偏誤的比例分別為64%及46.5%，且在錯序偏誤中屬於「中心語置前，定語置後」的錯序偏誤各占兩類語料錯序偏誤的49%及78%。對照印尼學生的語料，其錯序偏誤的比例分別為55%及51.3%，且在錯序偏誤中屬於「中心語置前，定語置後」的錯序偏誤各占兩類語料錯序偏誤的72%及94%。而對照日本學生的錯序偏誤比例則分別為46%及26.3%，錯序偏誤比例最低且沒有「中心語置前，定語置後」的錯序偏誤。研究結果顯示出越南學生不同錯序偏誤的情況及學習困難，且母語中名詞短語結構為「向右分枝」的學生在助詞「的」之學習上較容易受到母語負遷移的影響。其他的偏誤來源包括漢語規則過度泛化及由教學順序與教材所引發的偏誤。本研究最後提出教學及未來研究之建議，以作為未來華語教學策略及研究上的參考。
The structural particle “的de” is used very frequently in modern Chinese, and it is a function word and grammar which one should learn in the Chinese course as a second language for beginners. The particle “de” symbolizes “attributives” in grammar and connects “attributives” and “qualified words” in noun phrases. It indicates genitive, modified, and clause relations through “pronoun/noun + de + qualified word,” “adjective + de + qualified word,” and “verb/clause + de + qualified word.” This study was aimed to investigate the types and frequency of the errors that Vietnamese beginning learners of Chinese make when they learn “de,” and the possible causes of the errors. The errors made by Indonesian and Japanese learners of Chinese in a similar proficiency level and with similar learning progress are sewed as baseline data. The data were compared to study if learners with first languages whose noun phrase structures are respectively “branching rightward” (qualified word - attributive) and “branching leftward” (attributive - qualified word) are influenced by the negative transfer of their first languages in terms of the language errors caused by the use of “de.” In this study, the test papers (compulsory text), sentences construction and composition (spontaneous text) of students were regarded as the research tools to establish a text coding system and differentiate the errors according to the grammatical features. In total, 3 types of omission errors, 5 types of addition errors, 3 types of mis-selection errors, 15 types of misordering errors, and 10 types of other errors were identified. Based on the research statistics, the misordering errors of Vietnamese students were 64% and 46.5% respectively in compulsory text and spontaneous text. Among their misordering errors, the errors of “qualified words placed in the front; attributives placed in the back” accounted for 49% and 78% respectively in compulsory text and spontaneous text. The misordering errors of Indonesian students were 55% and 51.3% respectively in compulsory text and spontaneous text. Among their misordering errors, the errors of “qualified words placed in the front; attributives placed in the back” accounted for 72% and 94% respectively in compulsory text and spontaneous text. The misordering errors of Japanese students were 46% and 26.3% respectively in compulsory text and spontaneous text. The ratios in misordering error of Japanese students were the lowest, and they did not have any error of “qualified words placed in the front; attributives placed in the back.” With the analysis of interlanguage data, this study sketched out different sentence orders generated and difficulties encountered by the Vietnamese beginning learners learning the “de” structure. The research result also evidenced that the students with the first languages whose noun phrase structures is “branching rightward” were likely easier to be influenced by the negative transfer of the first languages. Other errors included the errors caused by over-generalization of Chinese rules and the errors caused by teaching sequence and materials. Suggestions for teaching the structural particle “de” and future research were brought up at the end of of the paper as references to the strategies and studies of teaching Chinese as a second language in the future. |
