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Title:	以學習者語料庫為本的漢語「自」動詞偏誤分析 An Error Analysis of Chinese Zi-Verbs Based on Learner’s Corpus
Authors:	劉若婕 Liu, Ruo-Chieh
Contributors:	張郇慧劉若婕 Liu, Ruo-Chieh
Keywords:	「自」動詞反身動詞偏誤分析學習者語料庫 Mandarin zi-verb Reflexive verb Error analysis Learner`s corpus
Date:	2022
Issue Date:	2022-07-01 16:19:34 (UTC+8)
Abstract:	本論文探討「自」動詞 (zi-verbs) 的語法功能和分類，提出完善的「自」動詞分類方式，並由語料庫考察檢視華語學習者產出的「自」動詞偏誤，最後根據語料偏誤模式整理出「自」動詞的教學建議。本研究首先整理出現行華語教材和語法工具書對「自」動詞的描述，再探討文獻中漢語「自」動詞的語法特徵和語意功能，並提出一個完備的分類方式以解決「自」動詞兩分法問題。由偏誤分析理論 (Corder, 1967) 的兩大偏誤來源來看「自」動詞偏誤，本文得到以下發現和教學建議： 1. 文獻中的反身性、副詞性兩分法僅考慮詞綴「自」的語意功能來分類。但是偏誤分析不僅須關注「自」動詞詞彙形式本身的偏誤，也應該考慮該詞在句子中與其他語言成分的互動。因此本文以兩分法為基礎，考量「自」動詞在句式中能作為動作動詞和狀態動詞的特性，將「自」動詞分為反身性、副詞性兩種詞綴「自」的性質，和動作動詞、狀態動詞兩種動詞詞類。 2. 「自」動詞偏誤率由高至低是副詞性動作動詞>副詞性狀態動詞>反身性狀態動詞>反身性動作動詞。副詞性的偏誤率明顯比反身性高。偏誤產生的主要原因是目標語規則過度泛化，展現在自創新詞偏誤中。學習者把「自＋V」當成語法單位任意組出新詞。而副詞性「自己」動詞短語和「自」動詞的語序恰好相同，助長了目標語規則過度泛化情況，也是副詞性偏誤率高的原因。另外有部分偏誤與母語遷移相關。母語中存在和漢語「自」動詞近似成分者容易受到母語干擾產出偏誤，增加「自」動詞習得難度。 3. 「自」動詞偏誤主因在於詞彙和語法概念的混淆。只要抓住了語素構成詞的方式，就容易類推出其他詞、短語、句子的結構關係（周健，2009）。本文認為「自」動詞應該配合語素教學來讓學生理解詞綴「自」的不同語意角色。並向學生強調「自」動詞是詞彙，非語法，不可擅自創新詞，若欲表達的動作事件沒有已成詞的「自」動詞，則應該使用「自己」動詞短語。 This paper studies the grammatical function and the categorization of Mandarin zi-verbs from Mandarin textbook materials, grammar books and previous literature. I then propose a new all-inclusive method of categorizing zi-verb according to both the morpheme zi-’s attributes as well as zi-verb’ role in a sentence. Finally, I examine the distribution of zi-verb errors in Mandarin learner corpuses in order to provide teaching suggestions based on the identified error patterns. This paper analyzes the two main sources of zi-verb errors using the two main sources of error in Corder’s (1967) Error Analysis Theory. The results and suggestions of this paper are stated below: 1. Previous studies classify zi-verbs into two types – reflexive and adverbial. However, this classification ignores zi-verb interactions with other elements in a sentence construction, which is an important variable to consider while conducting an error analysis. As a result, on top of the reflexive and adverbial classification adopted by previous studies, I added a second tier to the classification of zi-verb – action verbs and state verb. Compared to the existing one, our proposed classification can better examine not only the morpheme zi-‘s attributes, but also the role that the whole zi-verb plays in a sentence. 2. The error rate of different types of zi-verb is: Adverbial action verb > adverbial state verb > reflexive state verb > reflexive action verb. The main cause of zi-verb’s errors can be explained by the overgeneralization of zi-V construction. Learners internalize zi-V and apply it as a liberal syntax instead of a fixed set of vocabulary. also see that adverbial zi-verb’s error rate is higher than reflexive verbs in general. This is because adverbial zi-verb’s word order corresponds to adverbial ziji- verb phrase. This similarity in word order leads to abundant erroneous invention of zi-V words. 3. The result of our error analysis shows that students confuse zi-verb’s lexical properties and use it as a grammatical construction. Therefore, I suggest that zi-verb is best taught with a morpheme-based vocabulary teaching method. Once learners understand that morpheme forms a compound word, they can apply the pattern to other words, phrases and sentences in Mandarin (Jian-Zhou, 2009). Teachers should emphasize that zi-verb is a lexical component. In a zi-V structure, zi- cannot be combined with any random verb to create a new non-existing zi-verb. If there is no proper zi-verb to convey a specific event, one should use a verb phrase with ziji- instead.
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Description:	碩士國立政治大學華語文教學碩博士學位學程 107161007
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0107161007
Data Type:	thesis
DOI:	10.6814/NCCU202200557
Appears in Collections:	[Doctor`s / Master`s Program in Teaching Chinese as a Second Language] Theses

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