| 摘要: | 本研究旨在探究華語為第二語言習得者的數詞成語使用偏誤情形，了解在不同背景下的學生其偏誤類型呈現的情形及彼此間的差異，從中分析偏誤原因。研究顯示，形式結構類偏誤的比率最高，科技產品應用普及，學生對於書寫練習意願低落是造成偏誤主要原因，而學生對於不熟悉的成語，皆有「生造詞」的狀況存在。在語義方面，「語義重複」和「語義偏離」是較多的偏誤類型，「中文字意思複雜度」、「老師授課講解不清楚」、「助學工具不完善」則是造成學生對成語語義學習困難的要點。在語法方面，學生皆有母語遷移的情況存在，並且存有對成語詞性混淆的情形，此情況沒有因背景不同而有差異。在語用層面，具有顯著性別差異，男學生在成語使用語境上有顯著的困難。總結出偏誤原因有成語本身複雜性、母語遷移、授課教師說明不清楚、輔助學習工具不完善、學生練習不足等因素，故建議授課教師針對語義和語法做詳盡說明，增加學生練習頻率以改善形式結構和語用偏誤。研究最後針對學生習得偏誤原因，提出相應的教學實務對策，祈使學生在成語習得過程中，減少偏誤的產生，能有較好的學習成效。
The purpose of this study is to explore the errors in the use of numerals and idioms by Chinese second language learners, understand the types of errors presented by students in different backgrounds and the differences between them, and analyze the causes of errors. The study shows that the proportion of errors in formal structure is the highest, the application of technology products is widespread, the students' low willingness to write practice is the main reason for errors, and the students' "invented words" for unfamiliar idioms. In terms of semantics, "semantic repetition" and "semantic deviation" are the most common types of errors, while "the complexity of Chinese characters' meanings", "the teacher's explanation is not clear" and "the learning tools are not perfect" are the key points that cause students' difficulty in learning idioms' semantics. In terms of grammar, all the students transfer their mother tongue and confuse the part of speech of idioms. This situation does not vary with different backgrounds.At the pragmatic level, there are significant gender differences, and male students have significant difficulties in using idioms in the context. At the pragmatic level, there are significant gender differences, and male students have significant difficulties in using idioms in the context. This paper summarizes the reasons for errors, such as the complexity of idioms themselves, the transfer of mother tongue, the unclear explanation of teachers, the imperfect auxiliary learning tools, and the lack of students' practice, etc. Therefore, it is suggested that the teacher give detailed explanations on the semantics and grammar and increase the frequency of students' practice to improve the formal structure and pragmatic errors. Finally, according to the causes of students' errors in the acquisition of idioms, the corresponding teaching practice countermeasures are put forward to hope that students can reduce the occurrence of errors in the process of idiom acquisition and have a better learning effect. |
