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請使用永久網址來引用或連結此文件:
https://irlib.pccu.edu.tw/handle/987654321/38281
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| 題名: | 介詞「在」與「當」時間類框架的句法分析與教學建議
Research into the Teaching of ‘Zai’ and ‘Dang’as Proposition frames of time |
| 作者: | 陳彥齊 |
| 貢獻者: | 華語文教學碩士學位學程 |
| 關鍵詞: | 介詞框架
介詞「當」
介詞「在」
時間類框架
語料庫
framework of preposition
preposition ‘Dang’
preposition ‘Zai’
temporal framework
corpus |
| 日期: | 2017 |
| 上傳時間: | 2017-10-11 14:24:30 (UTC+8) |
| 摘要: | 本研究旨在探討介詞「在」與「當」的時間類框架，例如：「當……的時(候)」與「在……的時(候)」、「當……」等等，及其教學建議。「在」與「當」的時間類框架使用頻率都很高且同中有異。這兩個介詞框架，就框架內訊息來說，「在」除了引介時間之外，還可以引介其他對象，而「當」只能引介時間。另外，「在」的時間類框架內，可使用處所名詞、時間名詞、動詞詞組(VP)；但「當」的時間類框架內，不能使用處所名詞、時間名詞，只能使用動詞詞組(VP)；而且「在」與「當」的時間類框架內的動詞詞組也存在些微的差異。本研究首先蒐集介詞「在」與「當」的語法研究書籍與期刊論文，彙整相關研究成果後，比較「在」與「當」的時間類框架之差異；其次透過中研院的「現代漢語平衡語料庫」以及「TOCFL 學習者語料庫」，比較台灣母語使用者與外籍生使用介詞「在」與「當」時間類框架的情形；接著，整理《新版實用視聽華語》與《新實用漢語課本》語法點的排序、解釋並比較。本研究結果：一、外籍生使用介詞「在」與「當」的時間類框架時，有遺漏、誤加、誤代、錯序和雜糅等五類偏誤情況；母語者常用「在……時」，外籍生常用「在……的時候」；但母語者與外籍生使用「當……時」的比例都差不多。二、不同類型的框架會影響框架內訊息的使用。三、介詞「在」與「當」的時間類框架在華語教材中很常出現。四、教學時要考慮框架類型與框架內訊息的教學順序。本研究的教學建議是：先教「在……的時候」與「在……時」，而框架內訊息的教學順序為(1)「時間名詞」，(2)「處所名詞」，(3)「VP/PP 的時候(表示時間)」，(4)「VP/PP 的時候(表示背景、條件、狀況)」。再教「當……的時候」和「當……時」，而「當……的時候」框架內訊息的教學順序為：(1)「VP/PP 的時候(表示時間)」，(2)「VP/PP 的時候
(表示背景、條件、狀況)」，(3)表示虛構的內容。本研究期能有助於華語文研究與教學上的運用。
This research explores the temporal frameworks of the prepositions ‘Zai’ and
‘Dang’ , such as in ‘當……的時(候)’and ‘在……的時(候)’, and ‘當……’, as well
as relevant teaching suggestions. The temporal frameworks of the prepositions ‘Zai’
and ‘Dang’ are very frequently used, and contain differences amidst their similarities.
The research begins by gatheringlinguistics scholarly research literature on the
prepositions ‘Zai’ and ‘Dang’, consolidating their relevant research outcomes, and
comparing the temporal frameworks between ‘Zai’ and ‘Dang’. This is followed by a
comparison of the usage of Taiwan native speakers and foreign students of the
temporal frameworks for prepositions ‘Zai’ and ‘Dang’ , drawing on the Academica
Sinica Balanced Corpus of Modern Chinese, and the TOCFL Learner Corpus
Retrieval System maintained by Li-Ping Chang of the Mandarin Training Center of
theNational Taiwan Normal University. The paper will then collate and compare
thesequences of teaching and explanations on this grammatical point found in
‘Practical Audio-Visual Chinese’ and ‘New Practical Chinese Reader’. The research
produces the following results: (1) Foreign students tend to commit five categories of
mistakes – the omission, erroneous inclusion, erroneous substitution, incorrect word
sequence and mixed usage of ‘Zai’ and ‘Dang’ in relation to their temporal
frameworks; that native speakers use‘在……時’ more frequently, whereas foreign
students use ‘在……的時候’ more frequently; but there is a similar rate of use of
‘當……時’ between native speakers and foreign students. (2) The type of framework
will affect the use of the information within the framework. (3) The temporal
frameworks for prepositions 當and 在frequently occur in Chinese teaching materials.
(4) Attention must be given to the sequences of teaching the framework type and the
information in the framework. The present research proposes the following teaching
guidance: that ‘在……的時候’ and ‘在……時’ should first be taught, while the
sequence of teaching the information in the framework should be - ‘temporal nouns’
→ ’location nouns’ → verbal phrases indicating time → verbal phrases indicating
setting, condition and situation. Subsequently, ‘當……的時候’ and ‘當……時’
should be taught, with the sequence of teaching the information in their temporal
framework being: verbal phrases indicating time → verbal phrases indicating setting,
condition and situation → verbal phrases indicating abstract meanings. This paper
will benefit Chinese linguistics research and its pedagogical application. |
| 顯示於類別: | [中國文學系博士班碩士班] 博碩士論文
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