日語學習者-te simau的習得過程──語言構造發展之探究（The Acquisition of Japanese Subsidiary Verb -te simau by L2 Learners: Focusing on the Development of Language Structure）

日本語学習者の 「てしまう」の習得過程──言語構造の発達に注目して

本研究針對成人日語學習者之口語資料進行縱貫性分析，探討日語輔助動詞-te simau的語言結構發展過程、慣用語塊與文法規則習得的關聯。依資料分析結果，本研究將-te simau的各個變化形的習得過程及其使用特徵，歸納成以下三個學習階段。在第一個學習階段，觀察到學習者開始使用「-te simaimasi ta」、「-te simatta」及「-tyatt」三個變化形。其中，「-te simaimasi ta」和「-te simatta」的使用數量甚少；然而在「-tyatt」的使用上，觀察到許多學習者使用「wasure -tyatt」，並且是以慣用語塊的形式、單句方式用於口語會話中。到第二個學習階段時，「-te simaimasi ta」與「-te simatta」已逐漸能用於簡單句子；然而，「-tyatt」仍然多以「wasure -tyatt」的樣式使用。到第三個學習階段時，觀察到「-tyau」的出現，並且與「-te simaimasi ta」、「-te simatta」及「-tyatt」三個變化形同時進步到能使用於長句及複雜的文法結構之中。「-tyatt」一開始雖然多是以慣用語塊的形式使用，但至第三個學習階段時，已經進步到能使用於長句及複雜的文法結構之中，並且「-tyatt」的基本形「-tyau」的習得也有明顯的進步，此現象顯示，慣用語塊對文法規則的習得具有一定的加乘效果。另外，本研究中也針對各個學習階段中觀察到的學習者所使用的語言處理策略進行分析。

In this study, we conducted a longitudinal analysis of spoken data from native Mandarin speakers learning the Japanese language to explore the language structure development process of the Japanese subsidiary verb -te simau. Based on the data analysis results, we summarized the learning process and application features of the -te simau variants into three learning phases as discussed below. During the first learning phase, we observed that the learners started to use the ''-te simaimasi ta,'' ''-te simatta,'' and ''-tyatt'' variations. During the second learning phase, ''-te simaimasi ta'' and ''-te simatta'' have gradually been used in simple sentences. Although ''-tyatt'' was mostly used in the form of formulaic languages, the learners were able to apply it in long sentences and complex grammatical structures by the third learning phase. This phenomenon indicated that formulaic languages have a certain additive effect on grammar rule acquisition. In addition, we also analyzed the language processing strategies used by the learners during each learning phase.