L2 Acquisition of Chinese Haishi 'still+be' by English, Japanese and Korean Learners: The Importance of the Copula Shi 'be'

英日韓母語者對於華語「還是」之習得：兼談繫詞「是」的重要性

10.29748/TJCSL.202106_(22).0002

謝妙玲(Miao-Ling Hsieh)；王萸芳(Yu-Fang Wang)

concessiveness ； L1 transfer ； second language acquisition ； Mandarin Chinese ； 退讓 ； 母語遷移 ； 二語習得 ； 華語

臺灣華語教學研究

22期（2021 / 06 / 01）

35 - 68

英文

This study compares English-speaking, Japanese-speaking and Korean-speaking learners' uses of Chinese haishi 'still+be'. From the corpus data based an online proficiency test, we found that errors in the type of misselection prevailed in the learners' data, especially at B1 and B2 levels. These learners tended to use hai 'still' without the copula shi 'be' to replace concessive haishi in the jishi/suiran/jinguan..., danshi/keshi...haishi... 'although..., yet...' construction. The presence of shi 'be' is required because haishi expresses a counter-expectation to the situation indicated by the clause introduced by the conjunctions jishi/suiran/jinguan. The kind of counter-expectation is independent from the one related to a continuation of a situation associated with hai. On the other hand, the learners overused haishi in place of huoshi 'or' in alternative contexts. In terms of learners' first language (L1), the English-speaking learners committed more errors of misselection than the other two groups of learners. By contrast, word order is more challenging for Japanese-speaking and Korean-speaking learners as they tended to place it before a subject. Three main forces behind the learning process identified are: influence of teaching materials in which English is used as the medium language, L1 transfer, and complexity of haishi.

本文比較英、日、韓母語者習得「還是」之情形。從一基於華語水平考試的學習者語料中，我們發現學習者誤用「還是」和「還」的情形不少，在B1和B2學習者的語料中尤其常見。學習者往往單用「還」來替代在「即使／雖然／儘管……，但是／可是」句型中表示退讓的「還是」，這種「還是」表達對連接詞「即使／雖然／儘管」所引介的子句所表示情態的反預期，與「還」所表達的情狀持續的反預期有別，因此繫詞「是」不可或缺。除此，學習者過度使用「還是」，常見以「還是」取代表達選擇義的「或是」。從學習者的母語來看，英語為母語者比其他兩組學習者更容易誤用「還是」和「還」。而日、韓母語者較容易在詞序上出錯，誤將「還是」置於主語前。本文歸納造成學習者學習「還是」的偏誤有三個原因：教材使用英文作為媒介語，母語遷移和「還是」的語意複雜度。

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