Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/60382| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 陳純音 | zh_TW |
| dc.contributor.author | 吳品嬅 | zh_TW |
| dc.creator | 吳品嬅 | zh_TW |
| dc.date | 2011 | en_US |
| dc.date.accessioned | 2013-09-05T06:41:00Z | - |
| dc.date.available | 2013-09-05T06:41:00Z | - |
| dc.date.issued | 2013-09-05T06:41:00Z | - |
| dc.identifier | G0097161009 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/60382 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 華語文教學碩士學位學程 | zh_TW |
| dc.description | 97161009 | zh_TW |
| dc.description | 100 | zh_TW |
| dc.description.abstract | 本研究旨在探討母語為英語之外籍學生華語時間表述方位詞之第二語言習得，藉由實證研究發現結果，瞭解外籍學生之時間表述方位詞習得順序，進而歸納出所可能出現之偏誤及其他影響因素。其主要研究議題包括「時間表述方位詞之習得順序」、「母語對外籍學生習得之影響」、「不同程度學習者可能出現之偏誤類型」、「習得發展之趨勢」、「理解層面與應用層面之差異」。本研究採取質性研究方法，以六個月時間觀察外籍學生之第二語言習得。研究對象主要為三名來自初級、中級及中高級之英美學生，每個月進行一次測驗，共計六次。測驗題型含兩大類：「文法選擇」及「看圖說故事」。\n 研究結果顯示，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，因其母語並無「上下類」相應用法，導致出現偏誤次數較「前後類」來得低。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，初級程度出現偏誤以「誤代」為主，中級程度則是以「誤加」出現次數較多，而中高級程度雖是以「誤代」為主，但出現次數明顯降低許多。第三，由測驗結果可看出，外籍學生在理解及應用層面之發展不一，學生在理解層面掌握較快，應用層面則是相對較晚。\n 本研究同時依據實證結果提供教學活動設計，並提出相關教學建議，以作為日後教師教學時之參考。 | zh_TW |
| dc.description.abstract | The purpose of the thesis is to conduct a qualitative study to investigate the L2 acquisition of spatial words in Chinese time expressions by English-speaking learners. The major issues addressed include: the acquisition of Chinese spatial words, L1 transfer, L2 error types, L2 learners’ developmental sequences, and differences between comprehension and production. Three subjects were selected from different proficiency levels: beginning, low intermediate, and intermediate. Each subject was observed and assessed monthly for six months. A comprehension task (i.e. a grammatical judgment task) and a production task (i.e. a picture-cue description task) were employed to examine the subjects’ L2 acquisition of Chinese time expressions and their responses were compared with the findings obtained from 12 native controls. \nThe overall results are as follows: First, for English-speaking learners, the shang-xia ‘up-down’ type of time expressions was easier than qian-hou ‘before-after’ type. This is because there are no corresponding “up-down” expressions in the subjects’ mother tongue. Moreover, a hierarchical sequence of L2 time expressions was found: xia ‘down’> hou ‘after’> shang ‘up’> qian ‘before,’ implying that future time expressions were less challenging than past time expressions. Second, it was found the subjects’ common errors included “wrong omission,” “wrong addition,” “wrong substitution,” and “wrong word order.” The beginning and low-intermediate L2 learners’ major errors were of the “wrong substitution” type, but the intermediate L2 learner’s error was of the “wrong substitution” type. Third, there was a significant difference between the subjects’ comprehension and production. The subjects performed better on the grammaticality judgment task than on the picture description task.\nFinally, given the developmental order found in the present study, a lesson plan is designed for teaching Chinese time expressions to foreign students in the L2 Chinese classroom. | en_US |
| dc.description.tableofcontents | 目錄.................................................................................................................................i\n表目錄...........................................................................................................................v\n圖目錄...........................................................................................................................vi\n\n第一章 前言................................................................................................................1\n1.1 研究動機.......................................................................................................1\n1.2 研究議題.......................................................................................................3\n1.3 本研究之重要性...........................................................................................4\n1.4 本論文之架構.......................................................................................5\n第二章 文獻探討........................................................................................................6\n2.1 時間認知.......................................................................................................6\n2.2 理論研究第二語言習得相關議題研究.......................................................8\n 2.2.1母語轉移............................................................................................8\n 2.2.2 發展階段............................................................................................9\n 2.1.4 題型效應............................................................................................9\n 2.3 方位詞「前後類」、「上下類」時間表述之理論研究...............................10\n 2.3.1廖秋忠(1983)………….....................................................................10\n 2.3.2樊中元(1990) ...................................................................................13\n 2.3.3林碧慧(2007) ...................................................................................15\n 2.3.4練雪瑞(2007) ...................................................................................18\n 2.2.5小結...................................................................................................21\n 2.4空間方位參照認知與時間表達..................................................................22\n 2.4.1華語「前後類」、「上下類」方位詞的時間表達..........................22\n 2.4.1.1 華語「前後類」方位詞時間表述參照架構分析............24\n 2.4.1.2 華語「上下類」方位詞時間表述參照架構分析............28\n 2.4.1.3 華語「前後類」與「上下類」時間表述對比................31\n 2.4.2英語「前後類」、「上下類」方位詞的時間表達..........................33\n 2.4.2.1英語「前後類」方位詞時間表述參照架構分析.............33\n 2.4.2.2英語「上下類」方位詞時間表述參照架構分析............35\n 2.4.3 華語、英語「前後類」、「上下類」方位詞時間表述參考模式對\n比......................................................................................................35\n 2.4.3.1華語、英語「前後類」時間表述對比.............................36\n 2.4.3.2華語、英語「上下類」時間表述對比.............................37\n 2.4.4 學習者「前後類」與「上下類」方位參照時間詞可能出現的錯誤......................................................................................................38\n2.4.4.1學習者「前後類」時間詞使用可能出現的錯誤.............38\n2.4.4.2學習者「上下類」時間詞可能出現的錯誤.....................39\n 2.4.5 小結..................................................................................................40\n 2.5方位詞「前後類」、「上下類」時間表述之偏誤研究.............................40\n 2.5.1溫雲水(1997) ...................................................................................41\n 2.5.2何一薇(2003) ...................................................................................43\n 2.5.3張鳳芝(2003) ...................................................................................45\n 2.5.4劉慧清(2005) ...................................................................................48\n 2.5.5 小結..................................................................................................50\n 2.6 總結...........................................................................................................51\n第三章 研究設計與結果...........................................................................52\n 3.1 研究對象...................................................................................................52\n 3.2 研究方法...................................................................................................54\n 3.2.1 問卷..................................................................................................54\n 3.2.2 訪談..................................................................................................58\n 3.3 研究過程...................................................................................................59\n 3.3.1 試前試..............................................................................................59\n 3.3.2 正式實驗..........................................................................................60\n 3.3.3 計分方式..........................................................................................61\n 3.4 研究發現...................................................................................................62\n 3.4.1 題型一結果分析..............................................................................62\n 3.4.1.1婷婷的受試結果..................................................................63\n3.4.1.2艾文的受試結果..................................................................66\n3.4.1.3莉莉的受試結果..................................................................68\n3.4.1.4小結..................................................................69\n 3.4.2題型二結果分析........................................................69\n 3.4.2.1婷婷的受試結果..................................................................70\n3.4.2.2艾文的受試結果..................................................................71\n3.4.2.3莉莉的受試結果..................................................................72\n3.4.2.4小結......................................................................................73\n 3.5 總結........................................................................................................74\n第四章 討論....................................................................................................75\n 4.1 表時結構方位詞「前後類」及「上下類」之習得順序......................75\n 4.2 表時結構方位詞「前」、「後」、「上」、「下」之習得順序..................79\n 4.3 華語時間表述方位詞之語料分析..........................................................83\n 4.4 三位受試者之習得順序..........................................................................88\n 4.5 理解與應用層面之發展..........................................................................91\n 4.6 總結..........................................................................................................94\n第五章 結論............................................................................................................95\n 5.1 主要研究發現...........................................................................................95\n 5.2 教學啟示...................................................................................................97\n 5.3 研究限制與未來研究建議.....................................................................100\n參考文獻....................................................................................................................102\n附錄一： 試前試施測結果........................................................................................109\n附錄二： 測驗一........................................................................................................111\n附錄三： 測驗二........................................................................................................118\n附錄四： 測驗三........................................................................................................125\n附錄五： 測驗四........................................................................................................132\n附錄六： 測驗五........................................................................................................139\n附錄七： 測驗六........................................................................................................145\n附錄八：教學參考對話一則...................................................................................151\n附錄九： 學習單（一）................................................................................................152\n附錄十： 學習單（二）................................................................................................153\n附錄十一：學習單（三）.............................................................................................154 | zh_TW |
| dc.format.extent | 2583106 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0097161009 | en_US |
| dc.subject | 華語 | zh_TW |
| dc.subject | 時間詞 | zh_TW |
| dc.subject | 第二語言習得 | zh_TW |
| dc.subject | 習得順序 | zh_TW |
| dc.subject | 偏誤分析 | zh_TW |
| dc.title | 英美學生華語時間表述方位詞之第二語言習得 | zh_TW |
| dc.title | L2 Acquisition of Spatial Words in Chinese Time Expressions by English-speaking Learners | en_US |
| dc.type | thesis | en |
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International Journal of Applied Linguistics, 10:\n209-31.\nTanaka, S. (1987). The selective use of specific exemplars in second language perfor-\nmance: The case of the dative alternation. Language Learning, 37: 63–89.\nTremblay, Annie. (2005). Theoretical and methodological perspectives on the use of \ngrammaticality judgment tasks in linguistic theory. Second Language Studies, \n24: 129–167.\nWhite, L. (1985). The acquisition of parameterized grammar: subjacency in second \nlanguage acquisition. Second Language Research, 1, 1-17.\nWhite, L. (1991). Adverb placement in second language acquisition: some effects of \npositive and negative evidence in the classroom. Second Language Research, 7, \n133-161.\nYu, N. (1998). The Contemporary Theory of Metaphor: A Perspective from Chinese.\n Amsterdam: Benjamins. | zh_TW |
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