到底先教「了1」還是「了2」？從英語為母語者「了」字句的習得看教學排序之爭

Reconsidering the Pedagogical Sequence of Mandarin Particles le1 and le2: A Corpus-based Study on the Usage of le by Native English Speakers

華語助詞「了」按其位置和功能，可大致分為表動作完成的「了1」和表事件變化的「了2」。兩個「了」都是第二語言學習者的難點，但學界對於哪個「了」先教並未有一致共識。前人提出的教學順序建議多以單一語料庫或者採用不一致的語法分類架構為依據。本文同時採用臺灣「TOCFL學習者語料庫」和中國大陸的「全球中介語語料庫」，以呂叔相（1999）的八大「了」字結構為分類框架，考察英語為母語學習者助詞「了」的使用分佈及其偏誤情況。本文發現兩岸學習者語料庫在整體正誤分佈、「了」字句型的偏誤率和偏誤類型三方面，都沒有顯著差異。「了1」的偏誤率較「了2」高；「動+了1+賓」為最常使用的「了」字結構，同樣偏誤率也偏高，而偏誤類型大多為誤加。最後參考教學語法排序原則，並根據使用頻率、形式與語義複雜度、跨語言距離、結構依存、英語為母語學習者的偏誤率進行難易度排序。本文認為「了1」不但使用限制特別多，而且偏誤率也較高。故本文支持在初級階段可先對「了2」進行教學，但須同時在CEFR中的A2階段處理「了1」。前人之所以對「了1」、「了2」的教學順序有不同看法，很大程度上是學界忽略了「了」在跨語言能力水平間的等級劃分，且沒有考慮全面的排序參數所導致的。

Mandarin particle le can be generally divided into two categories according to its syntactic position: post -verbal le1 functions as an aspectual marker of completion (also known as perfective); and sentence -final le2 indicates a change of state. However, the pedagogical sequence of the two functions of le has been a subject of debate over the past two decades. This study aims to examine the pedagogical sequence of le1 and le2 by considering various parameters of the principal guidelines for pedagogical grammar in L2 Mandarin. Using two learner corpora of L2 Chinese, this paper finds no significant difference in the acquisition of le among learners in Taiwan and mainland China in following respects: (i) error ratio in binary categories; (ii) error ratio in sentence structures; and (iii) error types. L2 Mandarin learners used le1 more frequently than le2, and the number of errors in le1 was considerably higher than le2. The most commonly used sentence structure is‘verb + le1 + object’, and its error ratio is relatively high. This study argues that the pedagogical sequence supporting either le1 or le2 in previous studies may be attributed to the adoption of different research methodologies without considering comprehensive parameters in L2 grammar acquisition. This paper suggests that sentence-final le2 should ideally be prioritized as a target pedagogical grammar point, and explicit learning of post-verbal le1 should be arranged after L2 learners have mastered the basic function of le2 at the beginner level. Meanwhile, the teaching of both le1 and le2 should be present at the CEFR A2 level; however, the pedagogical arrangement of the two different le particles should deliberately maintain a distance between the two within the same stage of learning.