「會」的中介語分析—以日籍學習者為例

Abstract

本論文以日籍學生「會」的中介語做為研究材料，從日語母語以及華語教材可能影響學習者中介語的假設為出發點，對比「會」在漢語及日語的用法有何異同；以解釋學習者遺漏「會」或誤用其他能願動詞（如：要、能、可以）的導源。 漢日語語料的對比結果發現：日語動詞變化可涵蓋「會」的語義。表能力時，以可能動詞「～れる（reru）/～られる（rareru）」→（會/能～）、「～できる（dekiru）」→（會/能～）或可能表現「～ことができる（koto ga dekiru）」→（會/能/可以～）呈現；表未來行為則以原形「～る（ru）」、禮貌形「～ます（masu）」敘述，此形式概念為漢語一般動詞，轉換時易缺少「會」的可能義與突出焦點之功能。 其次，分析日籍學生「會」的書面語料，發現教材對「會」詞性及語義解說易造成錯序、誤代的訓練遷移現象，如：「＊她再會來一次。」。日籍學生尚有三種系統性的中介語形式：○1「會」的遺漏；○2「會」與表行動完成的「了」合用或誤代，及○3「會」的添加。基於上述特徵及對比結果，再進行翻譯問卷的收集，以評估偏誤來源為母語影響的可能性。 問卷結果顯示日籍學生中介語的來源受母語的影響甚大：由於日語為表現時制（tense）的語言系統，動詞原形「～る（ru）」、禮貌形「～ます（masu）」、過去形「～た（ta）」，造成「會」、「了」合用的合理性；且日語副詞「きっと（kitto）」（一定）出現時，常省略「會」標記態度、調節肯定語氣的功能。 理解偏誤可能的肇因後，本文提出教師在教學時可注意以下幾點：○1不同情境及帶有語氣副詞「一定」、「說不定」下，理解「會」的語用功能；○2釐清「會」與「了」的搭配限制，說明能願的未來時制與動作完成時制的衝突；○3能願動詞類詞語的語義區分練習（如：會、能/可以；會、要）；○4結合語法規則進行語序教學（如：動介詞不能連接「會」、部分副詞不能修飾「會」等），使學習者對能願動詞間的辨別與其功能更加清楚。Modal verbs play a special role in showing a speaker’s attitude and willingness. In our study, we focus on Japanese learners’ interlanguage usage of the Chinese “Hui”. We compared the similarities and differences between “Hui” and the Japanese voice system and evaluated the possibility of L1 transfer and the transfer of training from textbooks. First, we employed translation corpus data of Japanese and Chinese and confirmed that the previous studies that the usage of “modal suffixes” (such as “–reru”, “–rareru”, “–dekiru”in Japanese) and “modal expressions” (like “–koto ga dekiru” in Japanese) are similar to “Hui” in indicating capability. However, to express possibility and willingness, Japanese speakers often use “–ru” and “–masu” instead which mean action in the future in Chinese and use “–darou” and “–desyou” which are used as suffix markers to express one’s attitude. Secondly, after analysing students’ written sentences from both grammatic and semantic perspectives, we found that the description of “Hui” in Chinese textbooks may lead students to use words in the wrong order or to use the wrong modal verb in sentences. There are three distinctive interlanguage features found in our study. Learners often incorporate both “Hui” and “Le” in the same sentence when expressing possibility; or simply use “Le” only. Also, they use adverbs like “Yiding” and “Keneng” before main verbs to imply possible attitude instead of using “Hui”. Lastly, when talking about future actions, they often omit “Hui”. In view of the results of interlanguage and contrastive analysis, we drew up a translation questionnaire to find out the possible influences of one’s native language. The result showed that L1 transfer did influence Japanese students’ production of the Chinese expression of possibility. Through understanding the reason why Japanese students misunderstand or misuse “Hui”, and acknowledge the differences in Chinese and Japanese possibility expressions, language teachers may pay more attention to these teaching suggestions: ○1make different situations in conversation to lead students to learn functions of “Hui”; ○2distinguish the usage of “Hui” and “Le”; ○3distinguish the meaning of modal verbs like “Hui” and “Yao” through practice; ○4gradually and thoroughly explain the positions of the modal verb “Hui” in sentences, not just follow the lexical category.