本研究針對日、韓學生在「HSK動態作文語料庫」的中介語料進行偏誤分類、統計，並與目標語（華語）的語法進行對比分析。研究結果顯示，日、韓學生在使用華語「是」字句時，產生大量且一致的系統性偏誤現象。二者的「是」字句偏誤都在於遺漏「是」的問題上，同時在「副詞+是」、「短語+是」、「連接詞+是」等的單、複句都有較高比率的偏誤。依據對比分析發現，日、韓因語序及語言形式相似，但對漢語「是」字句構式語法的明顯差異，是導致二者使用「是」字句時的偏誤原因。學生對「是」在句中的語法功能認知不足，加上母語語法的干擾影響，容易忽略了「是」在主、謂語句間的聯繫功能。研究結論基於日、韓學生不論在「是」的基本句式，或是在複雜句式的習得上都無可避免地遺漏「是」，因此華語教師在從事「是」字句教學時，從初級到高級的語法教學，都要強化並鞏固繫詞「是」在句中的重要功能與位置。
This study conducts classification, statistics of errors made by Japanese and Korean learners and uses comparative analysis with the grammar of the target language (Chinese) for the interlanguage of the “HSK Dynamic Composition Corpus”. The results show that Japanese and Korean learners have a large number of consistent systemic errors when they use the “Shi-sentence”. Missing the linking verb, “Shi”, seems to be a typical error usually made by Japanese and Korean students. This kind of error exists in all types of “Shi sentences”. There are higher ratios of errors occurred no matter in simple or compound “Shi-sentences” adding with adverbs, conjunctions or inserting phrases. Based on the grammar analysis, the research discovers that the similarity between Japanese and Korean language, which are much different from Chinese in word orders and sentence structures, leads to the similar errors of missing “Shi” and a large number of wrong “Shi-sentences”. The Japanese and Korean, being the Chinese as second language learners, easy to overlook “Shi”, function as a link between the main and predicate statements, due to the interference of their native languages.
In conclusion, both Japanese and Korean, either primary or advanced students, always make these inevitable mistakes of missing the word “Shi”. Hence, Chinese language instructors should consistently strengthen and consolidate the important function and place of the linking verb “Shi” in the sentence.
