以空間維度探討華語學習者形狀量詞習得之研究

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题名:	以空間維度探討華語學習者形狀量詞習得之研究 The Acquisition of Shape Classifiers Based on Dimension by Learners of Chinese as a Second Language
作者:	吳靜柔 Wu, Jingrou
贡献者:	華語文教學研究所
关键词:	量詞分類詞形狀量詞習得華語教學 measure word classifier shape classifier acquisition Chinese teaching
日期:	2012-12
上传时间:	2013-11-12 13:43:41 (UTC+8)
摘要:	漢語「形狀量詞」的語義主要可分為一維度、二維度和三維度這三個範疇，而同屬一語義範疇的形狀量詞，例如「條」、「根」和「枝」(一維度突顯)，則另有質地或功用等其他特徵的區別。由於形狀量詞對其所搭配的物體具有「分類」的功能，因此華語學習者在使用形狀量詞時，一方面要能夠正確分辨物體的形狀及質地等特性，另一方面要能夠確切掌握所有形狀量詞的關鍵屬性特徵，才能將待數算的物體和形狀量詞做正確的搭配。本研究以範疇化理論為基礎，以十個臺灣地區常用的形狀量詞為主要內涵，運用問卷進行資料蒐集，做斷層式量化分析，觀察初、中、高級外籍生華語形狀量詞的使用情況。研究結果指出，初級華語學習者對形狀量詞已有初步關鍵語義特徵的認知，但實際與物體搭配時，容易出現猜測現象；而中、高級關鍵語義特徵的掌握度較好，兩個級別程度相差不大，相同維度範疇形狀量詞的家族相似性，可能為造成使用時偏誤的原因。因此，本研究建議華語形狀量詞的教學以原型理論為基礎，選擇最適合的代表物，例如：一維度形狀量詞條以繩子為參考物，輔以多媒體及實體、圖片教學，說明形狀量詞關鍵語義特徵，另外再補充教材中所缺乏的同維度形狀量詞搭配名詞對比。 Studying contemporary Chinese measure words, cognitive scholars proposed Chinese “measure words” have two different properties – "measurement" and "classification. They believed shape classifiers are of classification property, so when shape classifiers collocate with nouns, learners make judgment from the relation between the property and the referent of the noun. The research grounded on categorization theory to investigate ten Chinese shape classifiers with significant dimensional features which are mainly used in Taiwan. It uses questionnaires for data collection and conducts fault-based quantitative analysis by SPSS for windows 18.0 statistics to observe the cognitive correlation of foreign students at basic, intermediate and advanced level and the situation when they use Chinese shape classifiers. It is found from the research that Chinese learners at basic level have acquired critical semantic properties for shape classifiers. However, when shape classifiers really collocate with nouns, the selection of a proper shape classifier for a certain noun will likely be a guessing phenomenon. Learners at intermediate and advanced level have better understanding of critical semantic properties; both levels show small difference. The family resemblance of shape classifiers with the same dimensional scope may cause error in usage. To sum up, it is suggested to use the Prototype Theory as strategy of teaching Chinese shape classifiers for discovery of the most suitable referent. For instance, rope is set as a referent of the one-dimensional shape classifier Tiao, with auxiliaries such as multimedia, physical and graphic teaching, to explain the meaning and property of shape classifier. In addition, comparison of same-dimensional shape classifiers collocating with nouns lacked in teaching materials is augmented while conventional usage of Chinese shape classifiers is introduced.
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