針對寮語學習者習得漢語狀語的研究─ 以時間、地方狀語為主

Abstract

本研究旨在探討寮語母語者在習得漢語時間狀語、地方狀語的語序使用情形及常見偏誤，並分析偏誤來源與母語遷移之關係。研究動機源於寮語與漢語在語序上差異顯著，而寮語學習者在漢語狀語的系統性研究仍屬缺乏，因此本研究具有理論與教學層面的重要性。 本研究以寮國永珍華僑公立寮都中學 32 名以寮語為母語的高中生為對象，採用句子翻譯、文章翻譯與造句三類測驗形成語料庫。研究方法包含量化統計與質性分析，並依句法位置與語序合理性進行語料標註與判定。研究結果顯示： （1）時間名詞作狀語時，偏誤多集中於否定句，學習者常將時間成分後置，主要受寮語語序遷移及否定句語法尚未習得完整所致。時間副詞部分，問題主要來自於語詞選擇不當或遺漏，而非語序錯置，顯示受試者在漢語副詞系統的語義辨識能力上仍不成熟。至於介詞短語作時間狀語，偏誤則多為語序錯置與結構掌握不全，反映學習者尚未內化「從……起」「在……的時候」等時間介詞格式。 （2）在地方狀語的習得方面，句子翻譯題整體正確率接近九成，顯示寮語背景學習者對地方狀語的掌握普遍優於時間狀語，但仍可見處所短語後置、「在／從」等介詞語義混用及複雜結構中句法整合不足等問題。造句題則要求受試者以「處所名詞＋方位詞」開頭，自主生成一個完整句子，以檢驗其對處所短語前置與存現句句式的掌握程度。結果顯示，儘管多數受試者能正確產出處所／方位短語，但仍傾向使用「在＋處所」，較難真正運用句首處所短語引出存現句。綜合兩類題型可見，寮語母語者在地方狀語上已具一定語法基礎，但在克服母語語序遷移與內化漢語處所前置及存現句結構方面，仍存在挑戰。 （3）多項狀語的困難最大，整體錯誤率高達 46%，顯著高於單項狀語，主要偏誤包括時間與處所狀語的後置，以及兩個以上狀語並存時的語序，如時間、方式、目的與原因等成分位置錯置。這些錯誤反映學習者尚未建立漢語多項狀語的排序關係，並受到寮語時間與地方表達方式的語序遷移影響所致，顯示多項狀語的功能辨識與排序是其語法習得中的最大挑戰之一。 （4）在文章翻譯部分，受試者平均產出 37.7 個狀語，整體錯誤率為 9.7%。代表性语料的顯示，高水平學習者能自然整合多類狀語並維持語序與篇章連貫；中等學習者雖能使用多類狀語，但仍受母語語序與介詞使用影響；低水平學習者則常出現處所後置、介詞過多及多項狀語堆疊等典型問題。 （5）受試者差異方面，研究發現 HSK等級能較可靠地反映學習者的基本語法能力與較高層次的語序處理表現，HSK5 級受試者在翻譯題、篇章翻譯及存現句產出上整體成績最佳；能力提升有助於提高存現句等特殊句式的產出能力，但對句子與篇章層面的語序掌握效果有限。學習年限並未呈現與語序表現的線性關係，顯示學習時間長短並非決定性因素。此外，女性受試者在各項測驗中的正確率與語序穩定度普遍優於男性。 （6）基於研究結果，本研究提出多項教學建議，包括：以情境創設與任務驅動方式引導自然產出；以介詞定式框架取代單詞教學；針對否定句時間狀語與存現句設計專項訓練；並強化語義對比以提升介詞與存現句辨識能力。通過這些方案可幫助寮語學習者建立系統性的漢語狀語語序概念。 綜合而言，本研究清楚呈現寮語學習者在習得漢語時間、地方狀語的發展軌跡，揭示其偏誤的系統性與母語遷移特徵，並針對寮語背景學習者的漢語語法教學提供可行方向。

This study investigates the acquisition of temporal and locative adverbials in Mandarin Chinese by Lao L1 learners, with a particular focus on their word-order use and common error patterns, as well as the influence of L1 transfer. Motivated by the substantial syntactic differences in adverbial ordering between Lao and Mandarin, and the scarcity of systematic research on Lao learners’ acquisition of Chinese adverbials, this study holds both theoretical and pedagogical significance. Thirty-two Lao-speaking high school students from Vientiane’s Liaodu Huaqiao Public School participated in the study. Three types of tasks—sentence translation, passage translation, and sentence production—were administered to construct the learner corpus. Both quantitative and qualitative methods were employed, and all adverbials were annotated according to syntactic position and word-order appropriateness. The major findings are as follows: (1) For temporal adverbials, errors involving temporal nouns occurred mainly in negative sentences, where learners frequently placed temporal elements sentence finally. These errors stemmed from Lao word order transfer as well as incomplete acquisition of Mandarin negation structures. For temporal adverbs, the main difficulties involved inappropriate lexical choice or omission rather than word-order errors, suggesting underdeveloped semantic recognition of Mandarin adverbs. As for prepositional phrases functioning as temporal adverbials, learners often produced word-order mistakes and incomplete structures, indicating that forms such as「從……起」「在……的時候」had not yet been fully internalized. (2) In acquiring locative adverbials, sentence translation accuracy reached nearly 90%, showing that Lao learners generally performed better with locative than temporal adverbials. However, common issues remained, including postposing locative phrases, mixing the meanings of prepositions such as 「在／從」, and inadequate syntactic integration in more complex prepositional structures. In the sentence-production task requiring learners to begin with a 「location noun + localizer」 phrase, most could produce grammatical forms but still over-relied on 「在 + location」, showing limited ability to use sentence-initial locative phrases to introduce existential constructions. Together, the results indicate that while learners possess a basic understanding of locative adverbials, they still face challenges in overcoming L1 word-order transfer and in internalizing Mandarin existential sentence structures. (3) Multiple adverbials posed the greatest difficulty, with an overall error rate of 46%, much higher than that of single adverbials. Major errors included postposing temporal and locative elements and misordering multiple adverbials (e.g., time, manner, purpose, reason). These patterns suggest that learners had not yet acquired Mandarin’s hierarchical ordering of adverbials and remained influenced by Lao temporal and locative structures. Identifying and ordering the functions of multiple adverbials is therefore a major challenge in their grammatical development. (4) In passage translation, learners produced an average of 37.7 adverbials with an overall error rate of 9.7%. High-proficiency learners demonstrated strong ability to integrate multiple adverbials while maintaining accurate word order and discourse coherence. Mid-proficiency learners showed partial integration but were still affected by L1 transfer and preposition misuse. Low-proficiency learners commonly produced postposed locatives, excessive use of prepositions, and stacking of multiple adverbials. (5) Regarding learner differences, HSK levels reliably reflected learners’ basic grammatical competence and higher-order word-order processing. HSK Level 5 learners performed best across translation tasks, passage composition, and existential sentence production. Increased proficiency improved performance with special structures such as existential sentences, but had limited effect on mastering word order at the sentence and discourse levels. Length of study did not correlate linearly with performance, indicating that learning time alone is not a decisive factor. Female participants generally outperformed males in accuracy and word-order stability. (6) Based on the findings, the study proposes several pedagogical suggestions: using situational and task-based activities to facilitate natural production; teaching prepositional structures through formulaic patterns instead of isolated vocabulary; providing focused training on negation-related temporal adverbials and existential sentences; and strengthening semantic contrast to enhance learners’ understanding of prepositions and existential constructions. These approaches can help Lao learners develop a systematic concept of Mandarin adverbial word order. In sum, this study outlines the developmental patterns of Lao learners' acquisition of Mandarin temporal and locative adverbials, reveals their systematic error types and L1 transfer features, and provides pedagogically meaningful implications for teaching Chinese grammar to Lao-speaking learners.