二語學習者副詞「才」學習情況調查

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題名:	二語學習者副詞「才」學習情況調查 A Study on the Use of Adverb Cai by Second Language Learner
作者:	葉素芬
貢獻者:	華語文教學碩士學位學程
關鍵詞:	副詞「才」多義詞語義句法語用
日期:	2017
上傳時間:	2017-03-29 13:12:40 (UTC+8)
摘要:	漢語副詞「才」是一個高頻率使用的多義詞，「才」的各義項之間差異甚大，多義詞「才」究竟有幾種語義？學者有不同的分類方式與解釋。由於「才」具有語義多元性，因而增加了它在教學與學習上的困難度。本文主要目的在瞭解華語學習者對於副詞「才」的學習成效。研究首先分析學者們的相關成果，再依據Wofgan Klein (1994)的分類準則，將「才」分為五個義項：「才1」表示「剛剛」；「才2」表示「低於預設值」，數量少及程度低；「才3」表示高於預設值，數量多及程度高；「才4」表示前後句子的關聯性；「才5」表示反駁及肯定語氣。本文以此為基準，用以探討「才」的五個義項在句法及語用上的關聯性。本研究自製的研究問卷，亦依以上五個義項為架構來進行設計，內容分為語義、句法與語用等三方面，以瞭解華語學習者的掌握狀況。研究對象分為中級與高級兩個程度，受測人數中級25人，高級15人，皆為臺灣某華語中心的外籍學生。本研有關教材與學習成效的對比分析究，使用受測者的學習教材《新版實用視聽華語》作為分析依據，最後比對問卷結果，以此來瞭解華語學習者「才」的學習成效。研究結果顯示，中、高級華語學習者在語義、句法、語用的成績並無顯著差異，亦即華語學習者在中級程度就已能掌握「才」各義項的句法與語用特性，在語義理解方面，學習者普遍表現頗佳；句法方面，表示「低於預測值」的「才2」，中、高級學習者大多無法掌握表達動作次數少時的句法位置；語用方面，中、高級學習者在表示「關聯」的「才4」以及用來「反駁」、「強調」的「才5」得分也偏低。教材與學習成效的對比分析結果，當教材中出現頻率低、或句型不同於教材時，學生掌握副詞「才」明顯不穩定。 The Chinese adverb "Cai" is a frequently used polysemy. There are several dramatically different semantic meanings of "Cai". Linguists offer different classifications and explanations. The semantic diversity of "Cai" makes it difficult to teach and learn. This article aims to understand the effect of "Cai" on Chinese learners’ learning efficacy. This paper analyzes the relevant researches, and then divides "Cai" into five categories according to Wofgan Klein's (1994) criteria: "Cai1" means "just" (as in, “I just ate”). " Cai 2" means "lower than the default value". A smaller number and to a lower degree. " Cai 3" means “higher than the default value”. A higher number and to a higher degree. " Cai 4" denotes the relationship between the preceding and following sentences. " Cai 5" denotes rejection and emphasis. Using this basis to explore the relevance of each semantics, syntax, and pragmatics. The research tool used in this study, a questionnaire, was designed according to the above five criteria. The questions are divided into three parts: semantic, syntactic, and pragmatic to gauge the proficiency of Chinese learners. Research subjects are divided into two levels: intermediate or advanced. There are 25 subjects in the intermediate group, and 15 in the advanced group. Participants are all foreign students at a Chinese-learning school in Taiwan. The Chinese learners’ textbook "Practical Audio-Visual Chinese" was also analyzed to compare against the results from the questionnaire to understand the efficacies of Chinese learners. The results show no significant difference in semantic, syntactic, and pragmatic scores between the intermediate group and the advanced group. In other words, Chinese learners are able to grasp the meaning of " Cai " as early as the intermediate level. Performance is also good in understanding its semantics. On the syntax front, most intermediate and advanced learners could not properly position " Cai 2" syntax to express when something is lower than the default value. In terms of pragmatics, both groups scored low in " Cai 4" and " Cai 5". The textbook analysis show that when the topic " Cai " appears sparsely in the book, or is presented differently from the book, the student’s grasp of the adverb will tend to be weak.
顯示於類別:	[中國文學系博士班碩士班] 博碩士論文

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