如何在非漢語環境下教授漢語趨向動詞－以法國學習者為例

How to Teach Mandarin Motion Verbs in a Non-Chinese Environment-The Case of French Learners

洪碧霞(Pi-Hsia Hung)

非漢語環境 ； 語言習得 ； 空間認知 ； 趨向動詞 ； 來去動詞 ； non-Chinese environment ； language acquisition ； spatial cognition ； motion verbs

華語文教學研究

10卷1期（2013 / 03 / 01）

31 - 60

繁體中文

許多認知科學的研究顯示每種語言根據其屬性不同對空間表述都採取不同的理解方式。我們透過長期追蹤實驗觀察法國學生學習漢語趨向動詞的過程，發現在缺乏課堂外漢語背景的輔助下，學習者在空間表述的視角選擇及坐標系確認皆傾向沿用法語模式，在運動事件的描述中也出現許多空間認知上的偏誤。本論文希望藉此基礎勾勒出法國學習者對漢語空間認知的邏輯轉變，協助在非漢語環境下的中文教師了解學生習得難點，進而提升教學品質。

Many cognitive science researches have shown that each language interprets the space differently according to different aspects. Through long-term experimental observation of French students' acquisition of Chinese motion verbs, we found that without an adequate Chinese background, French learners tend to select and calculate the spatial coordinates by following the French model. When expressing a movement, they show many spatial cognition errors as well. The main objective of this paper is to determine the transient language structuring used by French-speaking learners to express space in Mandarin. We also hope to improve the teaching of Chinese in a non- Mandarin environment.

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1. 魏吟玲,蕭惠貞(2022).漢語運動事件趨向補語構式規則之探究－以「V＋來／過／過來」為例.Taiwan Journal of Linguistics,20(2),141-179.
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3. 蕭惠貞、陳品蓉(2016)。日籍學習者對於漢語趨向事件表述之認知。華語文教學研究，13(1)，35-68。