A Study of the Acquisition of Chinese Resultative Verb Complements and Corresponding Teaching Strategies

漢語結果補語習得研究以及相應的教學方法

朱永平(Yong-Ping Zhu)

結果補語 ； 標記 ； 教學技巧 ； 語言習得 ； resultative verb complement ； markedness ； teaching strategy ； language acquisition

華語文教學研究

11卷1期（2014 / 03 / 01）

1 - 31

英文

漢語結果補語結構由兩個動詞組成，其一表原因，另一表結果。此結構內動詞搭配靈活，語義表達豐富，因而使用頗為廣泛。但由於結構中的動詞語義與句中的主語和賓語複雜多樣，以漢語為第二語言的學生在習得這種結構時深感困難。本文分析討論一年級漢語教材《中文聽說讀寫》中出現的結果補語結構和每种結果補語結構不同的語言特色，並通過調查發現已完成中文一年級學習的學生和一些中國人在輸出含有此結構的中文句子時存在一個梯度層級；即包含語言特色較少的補語結構較易習得，輸出率較高；而包含語言特色較多的補語結構較難，輸出率偏低。知曉了不同結果補語的語言特色后，針對不同的動詞補語結構特點從而設計多樣且適宜的教學方法時便會有的放矢，教學時可收事半功倍之效。

The structure of Chinese resultative verb complements is composed of two verbs in which the first verb indicates the causal activity and the second one indicates the result of the action, and is formed productively and used extensively in Chinese. Since the semantic relations of the verbs in the structure with the subject and object in sentences are various and complex, it is always difficult for students who study Chinese as a second language to acquire this structure. This study discusses the types of Chinese RVC that appear in the first-year Chinese textbook Integrated Chinese and the linguistic features of each type of RVC, and has found that there are varying degrees of difficulty in producing Chinese sentences containing different types of RVC through surveys administered to both students who have finished their first-year of Chinese study and some native Chinese speakers. A form of RVC containing less marked linguistic features is relatively easy to learn, and the percentage of producing it is higher; while a form of R VC containing more marked linguistic features is difficult, and the percentage of producing it is lower. By knowing the different features of each type of RVC, various and appropriate teaching strategies can be designed for the different patterns of Chinese RVC.

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