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題名 | 多語學習者華語語序偏誤分析與教學--以泰國曼谷一所國際學校華語教學為例=A Study of Chinese Word Order Errors and Its Pedagogy for Multilingual Learners--A Case Study in an International School in Bangkok, Thailand |
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作者姓名(中文) | 陳品; | 書刊名 | 臺北教育大學語文集刊 |
卷期 | 29 2016.04[民105.04] |
頁次 | 頁191-232 |
分類號 | 802.03 |
關鍵詞 | 語序; 時間順序原則; 偏誤分析; 語用原則; PTS; Word order principle of temporal sequence; Error analysis; Pragmatic principle; |
語文 | 中文(Chinese) |
中文摘要 | 多語學習乃全球化趨勢,華語成為國際語言,是學習者之第二、第三或第四語言。漢語是象似性(iconicity)語言,語序照映漢民族心理認知與文化蘊涵。偏誤反映學習者之語言能力與習得歷程,語序偏誤是母語非華語習得者普遍且顯著之錯誤。本文曾在探究國際學校多語習得者華語語序偏誤,並提出相對應之教學策略。偏誤分析與PTS理論運用於華語語序「教」與「學」,非句法原則(sy ntacti c principle)之語言本體研究,而是語用原則(pragmaticprinciple)之實踐。分析語序錯誤,可幫助教學者預測學習者之難點;PTS原則能檢視語序錯誤,也能闡釋漢語語序的結構和文化特徵。研究結果顯示:多語習得者之語序偏誤,主要來自英語遷移;母語和標的語雖具相似性亦無法避免偏誤,需考量文化之差異;L1和L2習得經驗,對於L3習得具有積極作用;PTS框架下之語塊教學策略,將漢語詞序概念轉換為語塊模式,就教學層面而言,是語序檢測與糾錯之策略;就學習層面來看,是理解語語序結構與培養語成的途徑。 |
英文摘要 | Multilingual learning is the trend of globalization, Mandarin becomes an international language and it's the learners' second language, third or fourth language. Mandarin is an iconicity language and its word order reflects Chinese people's psychological cognition and cultural perception. Errors reflect the learner's language capability and the process of acquisition. Word order errors are the most common and significant errors for non-native Chinese language learners. The purpose of the study is to examine the multilingual learners' Chinese word order errors in an international school and propose the corresponding strategies. Applying Error Analysis and Principle of Temporal Sequence (PTS) into teaching Chinese word order is not the study of syntactic principle but the practice of pragmatic principles. Analyzing word order errors can help teachers to foresee the learners’ difficulties; PTS not only can detect the word order errors but also can explain the language structure and cultural features of Chinese Word Order. The results showed that the multilingual learners' language transfer is influenced by their second language, English; even though there are similarities between the native and target language, it is impossible to avoid word order errors, the differences of cultures should be taken into consideration; the learners' learning experience of L1 and L2 have positive effects on third language acquisition. The Lexical Approach (chunks) is based on PTS to convert the concept of vocabulary into chunk mode. For teachers, it is the strategy of word order errors detection and correction; for learners, it is the approach to comprehend the word order structure and develop the language intuition. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。