| 摘要: | 重疊在華語中廣泛的使用，其中又以動詞的重疊，形式最多元，且語義最複雜，造成第二語言學習者的困擾，成為學習的難點之一。本研究從探討動詞重疊式的語義、檢視聽華語語教材編排及二語學習者對動詞重疊式的掌握狀況三方面著手，剖析動詞重疊在華語教學中的癥結為何。研究對象主要為在台灣學習華語的二語學習者，分別為中中級、中高級、高級三個級別，問卷針對重疊能力、重疊形式、句法限制及語用等項目調查，由問卷結果比對二語學習者三組間的差別，以及母語者和二語學習者之間的差距。研究結果顯示，第二語言學習者在重疊能力、重疊形式、句法限制等項目，三個級別均未呈現顯著差異，表示第二語言學習者並未隨著學習華語時間增加而提高對動詞重疊式的掌握。教材編排的缺失亦符合第二語言學習者的習得狀況，華語教材分析結果，內容缺乏「AAB」形式的說明，動詞重疊後的語義及語用解釋不夠詳盡，也未說明動詞重疊式的句法限制；第二語言學習者同樣在「AAB」形式、語用、句法限制這三個項目表現不佳，和母語者相比，整體皆呈現出顯著差異，表示教材內容確實對二語學習者產生影響。建議加強雙音節動詞的重疊形式分辨、提供句法限制的語言知識以及列出常用的句型，另外可將常用的「V一下」形式，列入教材中。
Reduplication is a language phenomenon in Chinese and is widely used in daily life. Among which, verb reduplication has the most diverse forms and the most complicated meanings which make it one of the difficulties for second language learner to learn. This research discusses on three aspects, which are the meaning of verb reduplication, arranging of the Chinese teaching material, and second language learner’s condition of mastering verb reduplication, and to analyze what is the crux of the problem in teaching Chinese as a second language. The subjects are mainly the second language learner of three levels, intermediate, high intermediate, and advanced, who are learning Chinese in Taiwan. The questionnaire focuses on reduplication ability, reduplication form, syntax restrictions and pragmatic, comparing the differences between the three levels of second language learners and the gaps between mother tongue and second language learner with the results of the questionnaire. The research results show that there are no significant differences for the three levels of second language learners in reduplication ability， reduplication form, and syntax restrictions, which means second language learners are not improving in handling verb reduplication with the increased time of learning Chinese. The deficiency of arranging teaching material also matches the acquisition condition of second language learner. The result of Chinese teaching material analysis shows the contents are lacking the elaboration of “AAB” form and the syntax restrictions of verb reduplication, and the elaborations of meaning and pragmatic are not detailed enough. Comparing with native Chinese speakers, second language learners underperform in the “AAB” form, pragmatic and syntax restrictions aspects, presenting significant difference, which indicates that the contents of teaching material have actual impact on second language learners. Regarding teaching, study results suggest emphasizing on distinguishing the two different reduplication forms for disyllable verbs, on pointing out the changed syntactic features of reduplicated verbs, and on listing the common sentence patterns in which reduplicated verbs appear. Finally the alternative form “V一下”of reduplicated verbs should also be mentioned in the teaching material. |
