作者
Author

陳俊光(Fred Jyun-Gwang CHEN)

關鍵詞
Key words

漢語連詞　韻律句法　標記理論　難度等級　非對稱性　主從性　組織層次

教學語法

Chinese conjunctions, prosodic syntax, markedness theory, difficulty of hierarchy, asymmetry, priority, textual hierarchy, pedagogical grammar

摘要

本研究旨在探討英、漢語連詞源自不同語言類型的差異，是否會造成第二語言習得的困難。因為英語連詞and 與其相對應的漢語連詞「和」、「並且」等有結構與語義上的差異，易形成英語為母語者習得上的困難。本研究先檢視漢語母語者對漢語連詞的用法，再根據漢語母語者的研究結果，進一步探討英語為母語的華語學習者對漢語連詞的實際運用情形，希望從而審視母語者和學習者在使用漢語連詞上的異同，以提供針對英語為母語者學習漢語連詞的教學排序，以增加課堂中第二語言學習的效率。

Abstract

The current research explores the extent to which the differences in English and Chinese conjunctions, arising from typological variations, might have caused second language (L2) learning difficulties. The L2 acquisition of Chinese conjunctions, such as he and bingqie, can pose difficulty for English-speaking learners of L2 Chinese, due to their structural and semantic complexity. A set of synonymous conjunctions in Chinese were previously tested by the researcher on 60 Chinese native speakers. Based on the test results of the Chinese native speakers, the current research further investigated 94 English-speaking learners with respect to their actual use of the Chinese conjunctions. Moreover, the test results of the English-speaking learners were compared to those of the Chinese native speakers with the aim to increase the learners’ learning efficiency in the L2 Chinese classroom.

內容語文
Language

中文 Chinese

頁次
Page

89-132

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