針對泰國華語學習者「把字句」的教學設計

Abstract

「把字句」是漢語中極具代表性的處置結構，也是對外漢語教學中的語法難點之一。由於泰語缺乏與「把字句」直接對應的語法形式，尤其泰語中「aw」具有與「把」部分功能重疊的語義特徵，導致泰國華語學習者在學習與使用「把字句」時，常出現偏誤與迴避現象。為探討其學習困難並提出有效教學策略，本研究採用對比分析法與以語料驅動為本的教學設計，針對泰國高中生進行「把字句」使用行為的實證研究。 本研究首先分析漢語「把字句」的語義與語法特徵，並與泰語相關結構進行對照。透過教學實驗設計與語料分析，比較泰國學習者與漢語母語者在觀看動畫敘事任務中所產出的語料，進一步探討學習者的語法使用偏好與偏誤模式，驗證母語遷移對「把字句」使用的影響，同時評估以語料驅動為本教學法在提升語法理解與應用能力方面的成效。 研究結果顯示，學習者在前測中的「把字句」輸出與母語者相比，數量明顯偏少，使用頻率低、句式結構單一，語義功能亦受限。其中最顯著的問題為迴避現象，即該使用「把字句」時卻未使用；此外，常見偏誤包括遺漏動補結構及補語搭配不當等。這些偏誤反映出學習者對「把字句」語義與語法條件的掌握尚不成熟，尤其與泰語語法結構無法對應「把字句」處置語義的特性密切相關。經語料驅動教學實驗後，學習者在課後測中的表現明顯提升，偏誤率顯著下降，顯示此教學模式有助於強化學習者的語法理解與實際應用能力。 本研究根據語料分析與教學實驗成果，提出多項針對泰國華語學習者的教學建議，包括避免直接詞彙對應、強化語境理解、導入語料驅動教學法、設計真實語境輸出任務，以及加強對「把字句」處置語義、受事賓語、謂語成分與補語適用範圍的教學。期望本研究能為對外漢語語法教學提供具體可行的教學模式與實踐參考。

The "bǎ-construction" is a highly representative dispositional structure in Mandarin Chinese and is also one of the most challenging grammatical points in Teaching Chinese as a Foreign Language. Due to the absence of a directly corresponding grammatical structure in Thai—particularly since the Thai word aw only partially overlaps in function with bǎ—Thai learners of Chinese often exhibit errors and avoidance behaviors when learning and using bǎ-sentences. To investigate the learning difficulties and propose effective teaching strategies, this study adopts a contrastive analysis approach and corpus-based instructional design to conduct an empirical study on Thai high school students’ usage of bǎ-sentences. This research first analyzes the semantic and syntactic features of bǎ-constructions and compares them with relevant Thai structures. Through instructional experiments and corpus analysis, the study compares the narrative data produced by Thai learners and native Mandarin speakers in a video-based storytelling task, exploring learners’ grammatical preferences and error patterns. It also examines the influence of native language transfer on bǎ-sentence usage and evaluates the effectiveness of corpus-based teaching methods in enhancing grammatical understanding and application. The results show that, compared to native speakers, learners produced significantly fewer bǎ-sentences in the pre-test, with low frequency, limited structural variety, and restricted semantic functions. The most prominent issue was avoidance—learners failed to use bǎ-constructions where appropriate. Common errors included omission of resultative complements and incorrect complement collocations. These issues reflect an underdeveloped grasp of the semantic and syntactic conditions of bǎ-constructions, closely tied to the incompatibility between Chinese and Thai grammatical structures in expressing dispositional meanings. After the corpus-based teaching intervention, learners' performance in the post-test improved significantly, with a notable decrease in error rates, demonstrating the effectiveness of this instructional model in reinforcing grammatical understanding and practical usage. Based on the corpus analysis and teaching experiment results, this study proposes several pedagogical suggestions tailored to Thai learners of Chinese, including avoiding direct word-to-word translation, enhancing contextual understanding, incorporating corpus-based instruction, designing output tasks in authentic contexts, and strengthening instruction on dispositional semantics, patient objects, predicate components, and complement usage in bǎ-sentences. It is hoped that this study will provide a practical and feasible teaching model and reference for grammar instruction in Teaching Chinese as a Foreign Language.