華語時間表述方位詞「前」、「後」、「上」、「下」之習得：三位美加學生的個案研究

Acquiring Mandarin Spatial Words 'Qian,' 'Hou,' 'Shang,' 'Xia': A Case Study of Three English-speaking Learners

吳品嬅(Joyce Pin-Hua Wu)；陳純音(Doris Chun-Yin Chen)

時間表述 ； 方位詞 ； 華語 ； 偏誤分析 ； 第二語言習得 ； time expressions ； localizer ； Mandarin Chinese ； error analysis ； L2 acquisition

華語文教學研究

12卷1期（2015 / 03 / 01）

45 - 82

繁體中文

本研究採質性分析，探討母語為英語之外籍學生華語時間表述方位詞之習得順序與偏誤。研究對象為3名來自初級、中初級及中高級之美加學生，每個月進行實驗，共計6次，為期半年。實驗題型含兩大類：「選擇題」及「看圖說故事」兩類型，每月所蒐集到的語料並與12名母語人士做比較。研究發現，對母語為英語之外籍學生而言，「上下類」表時結構較「前後類」表時結構容易習得，顯示「分岐」的概念（即後者）較「零對照」的表達（即前者）來得具挑戰性。而分析四個方位詞時，亦發現「下＞後＞上＞前」之順序，說明了對母語為英語之外籍學生而言，表「未來」概念之方位詞較為容易掌握。其次，外籍學生易出現之偏誤類型可分為「錯序」、「誤代」、「誤加」、「遺漏」四大類，其中以誤代最多而錯序最少。最後，從實驗結果可看出，外籍學生在理解及應用層面之發展不一，其在理解層面掌握較快，應用層面則是相對較晚。

The purpose of this paper is to conduct a qualitative study to investigate the L2 acquisition of spatial words in Chinese time expressions by English-speaking learners and to analyze their error patterns. Three subjects were selected from different proficiency levels: beginning, low-intermediate, and high-intermediate. Each subject was observed and assessed monthly for six months. A grammatical judgment task in multiple choice format and a story-telling task with given pictures were employed to examine the subjects' comprehension and production of Chinese time expressions and their responses were further compared with the performance of 12 native controls. The overall results are as follows: First, for the English-speaking learners, the shang-xia 'up-down' type of time expressions was easier than the qian-hou 'before-after' type, indicating that the 'split' concept (the latter type) was more challenging than the 'zero-contrast' expression (the former type). Second, a hierarchical sequence of L2 time expressions obtained from the findings was xia 'down'＞ hou 'after'＞ shang 'up'＞ qian 'before,' showing that future time expressions were less difficult than past time expressions. Third, it was found the subjects' common errors included ＂wrong omissions,＂ ＂wrong additions,＂ ＂wrong substitutions,＂ and ＂wrong word orders,＂ where ＂wrong-substitutions＂ were more frequently found than ＂wrong word orders＂. Finally, there was a significant difference between the subjects' comprehension and production. It was found that the subjects performed better on the comprehension task than on the production task.

1. Prator, C. H. 1967. Hierarchy of Difficulty. Unpublished classroom lectures, University of California, Los Angeles.
2. Ahrens, K.,Huang, C.-R.(2002).Time passing is motion.Language and Linguistics,3(3),491-519.
3. Alverson, H.(1994).Semantics and Experience-Universal Metaphor of Time in English, Mandarin, Hindi, and Sesotho.Baltimore, New Jersey:Johns Hopkins University Press.
4. Bley-Vroman, R.,Felix, S. W.,Ioup, G.(1988).The accessibility of Universal Grammar in adult language learning.Second Language Research,4(1),1-32.
5. Boroditsky, L.(2001).Does language shape thought? English and Mandarin speakers' conceptions of time.Cognition Psychology,43,1-22.
6. de Bot, K.(ed.),Ginsberg, R.(ed.),Kramsch, C.(ed.)(1991).Foreign Language Research in Cross-cultural Perspective.Amsterdam, Netherland:John Benjamins.
7. Goodluck, H.(1991).Language Acquisition.Cambridge, MA:Blackwell.
8. Lakoff, G.,Johnson, M.(1980).Metaphors We Live by.Chicago:University of Chicago Press.
9. Lantolf, J.(ed.),Appel, G.(ed.)(1994).Vygotskian Perspectives on Second Language Research.Norwood, New Jersey:Ablex.
10. Leow, R.(1996).Grammaticality judgment tasks and second-language development.Georgetown University Round Table on Languages and Linguistics,Washington, DC:
11. Lightbown, P. M.,Spada, N.,Wallace, R.(1980).Some effects of instruction on child and adolescent ESL learners.Research in Second Language Acquisition,Rowley, MA:
12. Mackey, A.,Gass, S. M.(2005).Second Language Research: Methodology and Design.Mahwah, New Jersey:Lawrence Erlbaum.
13. Mazurkewich, I.(1985).Syntactic markedness and language acquisition.Studies in Second Language Acquisition,7,15-36.
14. Ortony, A.(ed.)(1993).Metaphor and Thought.Cambridge, UK:Cambridge University Press.
15. Radden, G.(2004).The metaphor TIME AS SPACE across Languages.Übersetzen, Interkul-turelle Kommunikation, Spracherwerb und Sprachvermittlung-das Leben mit mehreren Sprachen. Festschrift für Juliane House zum 60,Geburtstag, Bochum:
16. Tanaka, S.(1987).The selective use of specific exemplars in second language performance: The case of the dative alternation.Language Learning,37,63-89.
17. Tarone, E.(ed.),Gass, S.(ed.),Cohen, A.(ed.)(1994).Research Methodology in Second Language Acquisition.Hillsdale, New Jersey:Lawrence Erlbaum Associates.
18. White, L.(1985).The acquisition of parameterized grammar: Subjacency in second language acquisition.Second Language Research,1,1-17.
19. Yu, N.(1998).The Contemporary Theory of Metaphor: A Perspective from Chinese.Amsterdam, Netherland:John Benjamins.
20. Zobl, H.(1982).A direction for contrastive analysis: The comparative study of developmental sequences.TESOL Quarterly,16,169-83.
21. 江森卓(2004)。China，華東師範大學=East China Normal University。
22. 何一薇(2003)。時間名詞、時間副詞之偏誤分析。溫州師範學院學報，24(1)，67-72。
23. 余維(1997)。時間指示的語用對比分析—漢外對比語用學的嘗試。世界漢語教學，1997(2)，149-163。
24. 呂啟萱(2010)。Taiwan，國立政治大學=National Chengchi University。
25. 李宇明(1999)。空間在世界認知中的地位：語言與認知關係的考察。湖北大學學報，1999(3)，64-68。
26. 李英杰、楊懷恩(2009)。從共時和歷時的角度看母語遷移的兩個特性。美中外語，7(5)，4-9。
27. 胡幼慧編(1996)。質性研究：理論、方法及本土女性研究實例。臺北=Taipei:巨流=Chuliu。
28. 殷志平(2002)。也談約量時間詞。世界漢語教學，2002(4)，10-16。
29. 袁方編(2002)。社會研究方法。臺北=Taipei:五南=Wunan。
30. 常純民(1980)。時間量詞初探。北方論叢，1980(3)，38-41。
31. 張勁松(2003)。東西方時間觀與跨文化交際。集美大學學報（哲學社會科學版），2003(3)，94-97。
32. 張建理(2004)。個案對比漢英方位詞。美中外語，2(9)，1-9。
33. 張建理、丁展平(2003)。時間在英漢詞彙中的對比研究。外語與外語教學，2003(9)，31-34。
34. 張建理、丁展平(2003)。漢語時間系統中的「前」、「後」認知和表述。浙江大學學報，2003(5)，84-91。
35. 張鳳芝(2003)。China，暨南大學=Jinan University。
36. 陸儉明(2001)。現代漢語時量詞說略。語言學論叢，北京:
37. 曾劍平(2001)。時間觀與民族文化—中美時間觀比較研究。南昌大學學報（人文社會科學版），2001(3)，30-35。
38. 廖秋忠(1989)。現代漢語篇章中空間和時間的參照點。中國語文，1989(4)，19-27。
39. 劉慧清(2005)。初級漢語水準韓國留學生的時間詞使用偏誤。暨南大學華文學院學報，2005(3)，19-27。
40. 樊中元(1999)。上／下表時結構參照時分析。欽州學院學報，14(1)，51-53。
41. 練雪瑞(2007)。安徽師範大學=Anhui Normal University。
42. 藍純(1999)。從認知角度看漢語的空間隱喻。外語教學與研究，1999(4)，7-15。