韓籍學習者中文語法習得之語言遷移研究

Abstract

偏誤分析不僅能讓我們理解學習者怎麼學習目標語言，還可以使華語老師以及外 籍學習者意識到教學策略的關鍵。學習者的偏誤有很多種原因，其中一個很重要的原因是語言遷移。因為學習者在學習目標語言之前已有內化的語言，如母語（第一語言），該語言的語法系統會幫助或阻礙目標語言的習得。在國際化的世界，學習兩門以上的外語已經成為現代社會普遍現象，許多韓籍學習者也會接觸兩門以上的第二語言，這也影響了他們的中文學習。換句話說，韓籍學習者學習中文時會有母語遷移，也會有第二語言遷移。筆者觀察韓籍學習者的偏誤時，發現在學習時會因為母語與第二語言遷移而產生偏誤的語料。因此，本研究的目的是釐清韓籍學習者的遷移現象。 透過學習者偏誤的語料分析，本論文先區分韓籍學習者遷移的類型，再深入分析 其遷移的語料及原因。韓籍學習者習得中文時有三種遷移的原因：第一，VO語序的泛化；第二，英文（第二語言）的遷移；第三,時間順序原則（PTS）。根據這項研究的結果，本論文提出了適當的教學方法。為了能讓學習者克服負遷移，本文認為需要一個認知性的教學方法。為了克服負遷移，學習者需要認識中文語法足夠的時間，也需要充分練習中文語法。因此，本文建議韓籍學習者的兩種訓練是聽力訓練與語法訓練。

Error analysis can help us understand how learners acquire the target language and it is the key to a more efficient teaching strategy. There are many reasons for learner errors, one of which is language transfer. Before learning the target language, learners already acquired the grammatical systems of their learned languages, such as one’s native language. The grammatical systems established beforehand will promote or hinder the acquisition of the target language. In an internationalized world, learning more than two foreign languages is a common phenomenon in modern society. Many Korean learners have also learned more than two foreign languages, which also affects their Chinese learning. In other words, When Korean learners learn Mandarin Chinese, they will have both mother tongue transfer and a second language transfer. When I observed the errors of Korean learners, I found that the errors were made due to the transfer of the mother tongue and the second language. Therefore, the purpose of this study is to clarify the language transfer phenomenon of Korean learners. By conducting corpus analysis of learner errors, we will first identify the types of Korean learner transfer, and then secondly, analyze the reasons of the transfer in the corpus. There are three ways Korean learners commit language transfer while learning Mandarin Chinese : generalization of VO word order, English (second language) transfer, and the principle of temporal sequence (PTS). Based on the results of this study, this paper proposes appropriate teaching methods. In order to enable learners to overcome negative transfer, this paper believes that a cognitive teaching method is needed. In order to enable learners to overcome negative transfer, this paper believes a cognitive teaching method is needed, and that learners need enough time studying and practicing Chinese grammar. Therefore, this paper suggests two kinds of training for Korean learners: Dictation training and grammar training.