從競爭理論探討以華語為外語學習者已知／未知訊息語用詮釋發展

The Development of L2 Given/New Interpretation by L2 Learners of Chinese: Based on the Competition Model

本研究依據競爭理論模式，探討不同中文程度以華語為外語的英語母語人士如何運用華語詞序（word order）、分裂句（cleft）、名詞生命性（animacy）以及重音（focal accent）語言提示詮釋已知／未知訊息的發展過程。研究對象包括低華語程度華語學習者二十人、高華語程度華語學習者二十人以及臺灣華語母語單語人士二十人。研究結果顯示華語外語語用詮釋發展過程受到語言發展、中英文跨語言差異、心理語言、以及訊息結構等因素影響，本研究結果提供華語外語教學及外語習得研究參考。

Based on the Competition Model, this study investigates the utilization of the surface cues of word order, marked cleft structure, animacy, and focal accent for given and new interpretation by L2 learners of Chinese with different L2 proficiency levels. Participants included 20 CFL adult learners with lower Chinese proficiency (LCP), 20 CFL adult learners with higher Chinese proficiency (HCP), and 20 monolingual Taiwanese Mandarin speakers (NCS). The results revealed that: (1) both CFL groups effectively utilized word order cue as NCS did; (2) only HCP utilized cleft structure cue as NCS did; (3) when animacy competed with word order cue, both CFL groups relied more on word order cue as NCS did; when animacy competed with cleft marked structure, only HCP displayed preference for the animacy cue as NCS did; (4) when focal accent competed, or converged with other cues, CFL groups didn't respond consistently; (5) when focal accent conspired with animacy over word order cue, CFL learners relied more on word order cue; when it conspired with animacy over cleft, they responded nonuniformly. Inter-language variations in CFL pragmatic processing were discussed from developmental, cross-linguistic, psycholinguistic, and pragmatic perspectives, with implications drawn for CFL teaching/learning, and theories on L2 acquisition.