越南語背景學習者之「就」的使用分析與教學建議

Abstract

根據《中央研究院平衡語料庫詞集及詞頻統計》，「就」為現代漢語中使用頻率極高的副詞之一，兼具多種語義與語用功能。在越南語中，對應「就」的詞彙包括「thì」、「sẽ」、「sắp」、「là」、「đã」、「tức là」、「chỉ」等，顯示其語意範疇廣泛且高度依賴語境。對以越南語為母語的華語學習者而言，準確掌握並靈活運用「就」在不同語義與語氣條件下的功能，一直是習得上的挑戰。

本研究以中介語對比分析法為理論基礎，採用《TOCFL 學習者語料庫》中CEFR B2級與C級越南籍學習者的作文語料為研究對象，並以《COCT 書面與口語語料庫2019》中華語母語者語料為對照，系統分析副詞「就」的使用頻率、語義分布與偏誤情形。研究結果顯示，越南籍學習者最常使用的語義功能為表示條件或因果關係的「就」，其次為具有語氣焦點功能的用法。在實際語用中，學習者常出現冗贅與選用錯誤偏誤，其中部分錯誤與語用功能混淆或母語負遷移有關。

透過與母語者語料的對比，本研究釐清了學習者對副詞「就」在語義及語用層面的掌握差異，並根據偏誤分析提出教學建議。研究成果可作為未來華語副詞教學設計與學習者語用發展研究之參考依據。

According to the Academia Sinica Balanced Corpus and Word Frequency List, jiù (就) is one of the most frequently used adverbs in modern Mandarin Chinese, exhibiting a wide range of semantic meanings and pragmatic functions. In Vietnamese, its equivalents include thì, sẽ, sắp, là, đã, tức là, and chỉ, reflecting its extensive semantic scope and high contextual dependency. For native Vietnamese learners of Chinese, accurately mastering and flexibly applying the functions of jiù under various semantic and pragmatic conditions has consistently posed a significant learning challenge.

Grounded in the framework of interlanguage contrastive analysis, this study investigates the usage of jiù in compositions written by CEFR B- and C-level Vietnamese learners from the TOCFL Learner Corpus, with reference to native Mandarin speaker data extracted from the 2019 COCT Written and Spoken Corpus. The analysis systematically examines the frequency, semantic distribution, and error types associated with the use of jiù. Results indicate that Vietnamese learners most frequently employ jiù to express conditional or causal relationships, followed by pragmatic functions related to focus marking. In actual usage, redundancy and inappropriate word choices are frequently observed. Many of these errors are linked to confusion regarding pragmatic functions or negative transfer from the learners’ first language.

Through comparison with native speaker usage, this study clarifies learner difficulties in the semantic and pragmatic deployment of jiù and, based on the error analysis, proposes pedagogical suggestions for instruction. The findings provide a valuable reference for future curriculum design in Chinese adverb instruction and for research on learner pragmatic development.