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標題: | 能願動詞「會」、「可以」、「能」的使⽤情形與偏 誤研究——以德語為母語的初級華語學習者為例 An Error Analysis of Chinese Modal Verbs Huì, Kěyǐ and Néng Made by German Beginners |
作者: | 沈庭芝 Ting-Chih Shen |
指導教授: | 張莉萍 Li-Ping Chang |
關鍵字: | 能願動詞,偏誤研究,德語母語者,華語教學,教學建議, Chinese Modal Verbs,Error Analysis,German learners of Chinese language,Teaching Chinese as a Second Language,Pedagogical Suggestions, |
出版年 : | 2023 |
學位: | 碩士 |
摘要: | 在漢語學習的過程中,儘管於教材中列為初級語法點,「會」、「可以」、「能」卻是學習者的難點,在能願動詞的偏誤研究中,亦是學習者在寫作中偏誤率較高的三個能願動詞 。有些偏誤是共性,是因為漢語能願動詞本身的特點與難點所引起的,不同能願動詞之間有時可以交互通用,有時又有各自用法且沒有重疊關係,使用條件和方式也大不相同。有些偏誤則是某一語種的學習者所共同持有的,因為不同的母語,在漢語能願動詞的習得過程中,發生的偏誤情形也會不同。針對不同母語背景學習者的能願動詞偏誤研究相當豐富,但是關於德語母語者的相關研究相對缺乏,有鑒於德語系國家近幾年越來越重視華語學習,因此針對德語母語者學習情況的探討存在深入研究的價值。
本研究採用以德語為母語的初級華語學習者的作文語料作為研究對象,觀察德語背景的初級學習者對「會」、「可以」、「能」的使用表現,分析其偏誤類型與分布以探討偏誤產生的可能原因。 根據語料分析的結果顯示,初級學習者對能願動詞的使用傾向,主要受到語言輸入與寫作指引的影響,「可以」的使用率與正確率最高,而「能」的偏誤率最高。在語義功能使用上的表現,以表示能力、可能性、許可三種用法的偏誤率最高,初級學習者的使用偏誤確實出現在能願動詞中語義功能重疊之處。在偏誤類型的分布上,以遺漏偏誤最高,誤加偏誤與誤代偏誤次之。透過偏誤語料的分析與討論,訓練遷移與語內遷移是造成初級學習者產生偏誤的主要原因。 根據本文的研究結果,於最終針對教材內容編寫以及教學方式與練習活動提出相應的教學建議,比如相應定義及例句、綜合比較、句型搭配和使用語境,以期在以德語背景的華語學習者作為對象的教學過程中有所助益和啟發。 In the course of learning Chinese as a second language, learners get pretty confused with the use of "hui," "keyi" and "neng" though they are listed as basic grammar concepts in the textbooks. In addition, in the research on error analysis concerning modal verbs, lots of errors occur when learners use them in their compositions. Some errors are common since they are caused by the characteristics and difficulties of the Chinese modal verbs themselves. Sometimes different modal verbs can be used interchangeably, and sometimes they have their own usages and cannot be used interchangeably. Some errors are exclusive to learners of a specific language since leaners with different language background make different types of errors. There was an abundance of researches on error analysis concerning modal verbs for learners with different language backgrounds, however, research on German learners is relatively insufficient. Recently, Chinese teaching and learning gets increasingly popular and significant in German-speaking areas, so it is worth observing, exploring and analyzing the learning progress of native German speakers. The existing and available German corpus is relatively insufficient, therefore, the author collected corpus during the internship in Germany. Through their compositions, this study examined how German beginners use "hui," "keyi" and "neng," analyzed the error types and explained the causes for learner errors. Our corpus results show that, mainly influenced by language input and writing guidance, German beginners tend to use “keyi” and have better accuracy on it, while they make the most of the errors when using “neng.” Considering the use of semantics and functions of modal verbs, errors occur mainly in three categories: ability, possibility and permission. This result proves that learner errors do appear in the areas where semantics and functions of modal verbs overlap. In terms of the distribution of errors types, omission is the most common type in the use of modal verbs, followed by addition and mis-selection. Behind the errors made by German beginners, transfer of training and intralingual transfer are the main reason. Other factors, like language transfer and strategies of learning, are interwoven together to contribute to learner errors. Based on the results of this present research, corresponding pedagogical suggestions on the use of modal verbs were provided at the end of the thesis, inclusive of specific definitions and example sentences, compare and contrast, in the hopes of offering some fresh insights into the teaching toward German learners of Chinese language. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/88981 |
DOI: | 10.6342/NTU202302476 |
全文授權: | 同意授權(限校園內公開) |
顯示於系所單位: | 華語教學碩士學位學程 |
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