中文中表人標記之第二語言習得：漢字圈與非漢字圈背景華語二語學習者之比較研究

Abstract

本研究旨在探討以中文為第二語言之語言學習者對中文表人標記之習得，並比較不同語言背景的華語二語學習者在習得表現上的差異。主要研究議題有四：習得順序、顯著效應、錯誤分析及母語遷移。共有五十四位受試者參與實驗，並依其語言背景分為三組，每組各十八位：漢字圈背景的華語二語學習者、非漢字圈背景的華語二語學習者以及中文母語者。實驗設計包含兩項任務：無顯著語境線索任務與有顯著語境線索任務。在這兩項任務中，受試者需根據所看到的圖片與聽到的內容，從兩個選項中選出正確答案。然而，在有顯著語境線索任務中，受試者會聽到與目標表人標記直接相關之顯著語境線索，作為輔助提示。研究發現，中文表人標記中「人」與「員」最易習得，而「手」、「師」及「家」則相對較難。語意特徵的數量僅能解釋部分習得順序，而表人標記的詞頻與多義性則進一步影響其習得難度。在顯著效應方面，華語二語學習者在有顯著語境線索的任務中表現優於無顯著語境線索的任務，證實顯著語境線索有助於學習者理解中文表人標記之意義。錯誤分析顯示，漢字圈與非漢字圈的華語二語學習者在某些錯誤上具有共通性，例如：將「人」誤用為「手」、將「員」誤用為「人」，以及將「師」與「家」混用。此外，漢字圈學習者較常將「手」誤用為「員」，而非漢字圈學習者則傾向將「手」誤用為「師」。最後，結果顯示漢字圈背景的華語二語學習者表現優於非漢字圈學習者，證明與中文相近之第一語言背景有助於提升中文二語學習者的習得表現。This study investigated the acquisition of Chinese agentive markers by Chinese as a second language (CSL) learners, with a focus on comparing learners across different language backgrounds. Four key issues were examined: acquisition order, salience effects, error analysis, and L1 transfer. Fifty-four participants were divided into three groups of eighteen: Sinosphere CSL learners, non-Sinosphere CSL learners, and native Chinese speakers. The experiment involved two tasks: a Non-Salient Context Task (NC Task) and a Salient Context Task (SC Task). In both tasks, participants selected the correct option based on pictures and the sentences they heard, with the SC Task providing salient contextual cues directly related to the target agentive markers.The results indicated ren ‘person’ and yuan ‘member’ were the easiest markers to acquire, while shou ‘adept,’ shi ‘specialist,’ and jia ‘master’ posed greater challenges. The number of semantic features partially explained the acquisition order, but word frequency and polysemy also played a significant role in influencing difficulty. CSL learners demonstrated better performance in the SC Task, confirming that salient contextual cues did facilitate a better understanding of Chinese agentive markers. Error analysis revealed common mistakes across both Sinosphere and non-Sinosphere learners, such as confusing ren with shou, yuan with ren, and using shi and jia interchangeably. In addition, language-specific errors were observed: Sinosphere learners frequently misused shou for yuan, while non-Sinosphere learners tended to confuse shou with shi. Overall, Sinosphere learners outperformed non-Sinosphere learners, suggesting that first language backgrounds closer to Chinese enhance the acquisition of Chinese agentive markers.