體標記「了」、「著」、「過」用法之使用頻率與偏誤分析 ——以語料庫為本

Abstract

體標記是華語初級和初中級教材中必然涉及的語法項目，也是學習者常遇到的難點之一。體標記「了」、「著」、「過」在日常生活中的頻繁使用使得學習者若在目標語言環境中使用不當，可能導致許多不必要的語用問題。因此，正確運用體標記對於學習者與當地人之間的有效溝通至關重要。為此，本研究基於體標記的語法結構和雙部理論（Two-Component Theory），從華語的角度，針對體標記的視角、情態結構和語義進行綜合歸納和分類。通過比較英語和華語的時體系統和情態結構，本研究發現雖然兩者都包含完整體和未完成體兩種視角，但兩種語言在視角表達形式上存在顯著差異。 此外，從對國家教育研究院語料庫索引典系統（COCT）中的書面語語料庫（2019）和全球漢語中介語語料庫的分析中，我們觀察到華語母語者和以英語為母語背景的華語學習者在使用各種體標記中的「了」表達方式上的頻率非常相似，這表明學習者在該方面的使用已接近母語者水平，顯示體標記「了」的教學和教材設計已經取得了一定的成效。然而，學習者在使用體標記「著」和「過」的各類表達方式上與華語母語者存在明顯差異，包括使用頻率和使用類型的排名。在偏誤分析中，我們發現以英語為母語背景的華語學習者在學習體標記「了」、「著」、「過」的過程中，偏誤主要來自於語言負遷移，其中只有誤代偏誤受語言負遷移的影響最少。誤代主要受某些搭配的副詞和助詞影響。觀察體標記「了」、「著」、「過」的語料，正確率皆達 90%以上，可算已經習得。值得注意的是，遺漏、誤加、誤代和錯序這四種偏誤類型都能在三種體標記中發現，其中誤加偏誤是頻率最高的偏誤類型，這一情況不容忽視。

Aspectual markers are fundamental grammar points encountered in Chinese language teaching materials at the elementary and intermediate levels, often posing significant challenges for learners and instructors alike. The frequent usage of aspectual markers "了"、"著"、and "過" in everyday life increases the potential for learners to encounter difficulties in their usage, especially when residing in Chinese-speaking environments. Consequently, the accurate deployment of these aspectual markers assumes paramount importance in facilitating effective communication between learners and native speakers. To address this concern, the present study focuses on the grammatical structure and Two-Component Theory of aspectual markers "了"、"著"、and "過" from a Chinese language perspective, offering a comprehensive analysis and categorization of their diverse forms based on viewpoint, situation-attitude features, and semantics. By comparing the temporal systems and situation-attitude structures of English and Chinese through the lens of the Two-Component Theory, notable distinctions in the expression forms of these two languages become evident, despite their shared presence of complete and incomplete viewpoints. Furthermore, analysis of written corpora from the 2019 Corpus of Contemporary Chinese (COCT) and the Global Chinese Interlanguage Corpus reveals striking similarities in the usage of "了" markers between Chinese native speakers and Chinese learners with an English-speaking background, indicating that learners' usage has approached a native-like level, highlighting the efficacy of teaching methodologies and instructional materials pertaining to aspectual marker "了". However, discrepancies emerge in the usage frequency and patterns of aspectual markers "著" and "過" between learners and native speakers. Error analysis reveals that English-speaking Chinese learners primarily exhibit negative language transfer in their acquisition of aspectual markers "了"、"著"、and "過", resulting in errors, with substitution errors being less common.