華語學習者趨向動詞補語「－起來」的使用表現分析

Abstract

趨動補語「－起來」向來是華語教學界裡常引起討論和研究的對象。其語義從基本義「趨向」逐漸語法化，語義虛化且延伸至其他語義如「起始義」、「結果義」和「評價義」。「看圖說故事」在各種誘導學習者自主產出語料的中最簡單的方式，因此本文利用連環故事圖片為誘導材料，採集學習者在書面和口語方面使用「－起來」的語料。除此之外，本研究以翻譯題作為輔助，冀望能不偏頗且客觀地從多種面向試圖理解學習者所具備「－起來」語法知識和掌握能力。最後與受試者進行訪談，瞭解他們的學習趨動補語「－起來」的歷程。 本文根據研究結果發現學習者大多時候具備了趨動補語「－起來」的語法知識，但在產出和使用時，因不同動詞及其相關語境而會有不同表現傾向，也有部分顯現了未掌握「-起來」在某些語義的使用。部分「-起來」詞組利用翻譯比利用圖片容易引導。本研究也更進一步發現學習者傾向使用「開始V」取代「V 起來」，本文也試圖將兩者做簡單的區別，以供教學上的反思和淺面的解釋。 最後，本文也檢視臺灣的現有教材。教材是學習者學習語言的重要工具，本研究發現教材中對趨動補語「－起來」的動詞組合的選擇或有可以改善的空間，建議利用更生活化且常見易懂的動詞組合作為教學引子，以助學習者能夠掌握趨動補語「－起來」的語義和使用語境。

Directional verb complement “-qilai” has drawn much researcher’s attention in the field of Teaching Chinese as a Second Language. Besides its basic semantic “directional” meaning, it also has “inchoative”, “resultative”, and “judgemental” meanings. Visual storytelling is the most simple and easy tool that allows learners to produce the language data in their own way. Therefore, this research uses various pictorial stories as inducing materials to collect language data of how learners use “-qilai” in writing and oral storytelling. Besides, this research also collects learners’ translation data as auxiliary tool to examine the learners’ grammatical knowledge and mastery of “-qilai”. Finally, an interview section is included in this research to let subjects share their learning journey and also to understand the learning process of their learning directional verb complement. As the textbooks are an important tool for learners to learn the language, this research in the end also reviews the content of directional verb complement “-qilai” in the existing textbooks in Taiwan. Based on the research results, the research findings indicated that most of the learners have the grammatical knowledge of the directional verb complement, but they tend to or tend not to use “-qilai” in different cases in which different verbs are used. In some cases, they show lack of mastery of the regular uses of“-qilai” under different meanings. In further discovery, this research finds that learners are more often to use “start to V” more than “V-qilai”, and this research also attempts to make a simple difference and to provide some explanations and reflections on teaching. Lastly, as the textbooks are an important tool for learners to learn the language, this research in the end also reviews the content of directional verb complement “-qilai” in the existing textbooks in Taiwan. The results show that life-oriented contexts and the associated common verb combinations to go with the directional verb complement “-qilai” should be underscored.