溝通中的權力支配關係對二語學習者口語表達複雜度的影響──以越南中級漢語水平學習者為例

The Effect of Symbolic Power Relationship in Communication on the Complexity of L2 Learners' Oral Expression——A case study of intermediate Vietnamese learners of Chinese

本文將Bourdieu（1991）的實踐語言觀引入到漢語作為第二語言的學習環境中，通過量化手段分析了漢語學習者在溝通過程中的權力支配關係對其口語表達複雜度的影響。研究選取10位越南中級漢語水平學習者在對話中處於支配和被支配不同地位時產出的口語文本作為研究材料，基於詞彙複雜度和句法複雜度中的50個測量指標進行了分析。研究發現，溝通中的權力支配關係對二語學習者口語產出中的17項詞彙複雜度指標（包括1項詞彙密度指標、4項詞彙難度指標和12項詞彙多樣性指標）及12項句法複雜度指標（均為搭配層面指標）存在顯著影響：在詞彙複雜度方面，學習者在對話中地位的提升會導致其更傾向於使用中高級詞彙，他們在相同時間內的詞彙輸出總量也會呈現增長趨勢；在句法複雜度方面，權力支配關係的不同在粗粒度句層面複雜度指標上並未呈現出明顯的差異，但對細粒度搭配層面複雜度指標產生了顯著的影響。由此可見，學習者在對話中地位的不同會影響其在口語產出中的內容充實度與語言形式的複雜度。另外，由於受到母語負遷移和習得順序的影響，越南漢語學習者在口語中使用框式介詞和介動詞的頻率較低。本研究揭示了實踐語言觀在漢語教學領域的適用性，深化了對於權力與語言之間相互作用機制的認識。

This paper draws upon Bourdieu's (1991) theory of linguistic practice in the context of learning Chinese as a second language to conduct quantitative analysis of the impact of symbolic power relationships in communication on the oral expression complexity of Chinese learners. The study selected oral texts produced by 10 intermediate-level Vietnamese learners of Chinese in conversations, where the learners had different roles in positions of dominance and/or subordination. These texts were analyzed based on 50 indicators of lexical and syntactic complexity. The findings revealed that power dominance relationships significantly influenced 17 lexical complexity indicators (including 1 lexical density indicator, 4 lexical sophistication indicators, and 12 lexical diversity indicators) and 12 syntactic complexity indicators (all of which are collocation-level indicators) in second language learners’oral production: In terms of lexical complexity, an increase in the learners’status led to a greater tendency to use intermediate and advanced vocabulary in the conversation, with a corresponding increase in total lexical output over the same period. Regarding syntactic complexity, based on the symbolic power relationship, while there were no significant differences in the sentence -level complexity indicators, the collocation-level indicators showed notable differences. These results suggest that the learners’position in the conversation affects the richness of content and the complexity of linguistic forms in their oral production. Additionally, due to negative transfer from their native language and the order of acquisition, Vietnamese learners of Chi nese demonstrated lower usage frequencies of frame prepositions and prepositional verbs in oral communication. This study highlights the applicability of the theory of linguistic practice in the field of Chinese language teaching and learning, deepening the understanding of the interaction mechanisms between power and language.