日籍學習者習得漢語雙及物構式探究

Exploring the Acquisitions of Chinese Ditransitive Constructions for Japanese L2 Learners

本文旨在探究日籍學習者習得至少有兩種以上的漢語雙及物構式之表現。漢語語序遵守時間順序原則（戴浩一1988），句子中成分位置調換便可產生不同語義或錯誤；日語則因有格標記輔助，即使句內成分位置調換，句意仍近乎一致，各詞組間的順序排列不如漢語嚴格（千葉史子2012）。漢語動詞依可進入的雙及物構式不同，本文主要探究L1與L2間的差異如何影響日籍學習者的表現？研究方法採用了兩項任務收集資料：日翻漢任務及文法判斷與改正。研究結果發現不同學時的受試者在翻譯任務的產出句數達顯著不同（p=.039）；但在文法判斷與改正任務的表現則無（p=.563）。本文的兩種動詞分類方式（可進入構式、可對譯性）在兩個任務中表現都有顯著差異（p<.001），但難易度僅於文法判斷與改正任務表現達顯著差異；受試者使用的構式亦是影響產出正確句的因素之一。總結來說，日籍漢語學習者習得漢語雙及物構式的表現主要視漢語動詞而定，與跨語言遷移密切相關；L1或L2的動詞與搭配構式的接觸頻率確實會影響日籍學習者的表現。

This study explores the acquisition of Chinese ditransitive constructions by Japanese L2 Chinese learners. Previous research indicates that while Japanese has only one ditransitive construction, Chinese allows multiple constructions. Chinese syntax follows the temporal sequence principle (Tai, 1988), meaning that altering the order of sentence components can change the semantics or introduce errors. In contrast, Japanese permits more flexible word order while maintaining meaning, even when components are rearranged (Chiba, 2012). Thus, this study examines how differences between L1 and L2, learning duration, verb-construction compatibility, difficulty, and translatability influence Japanese learners’sentence production and grammatical judgment. Additionally, it investigates the impact of construction choice on overall performance. The methodology includes Japanese-to-Chinese translation tasks as well as grammar judgment and error correction tasks. The results reveal significant differences in accurate sentence production in translation tasks based on learning duration (p = .039), whereas no such effect was found in grammar judgment tasks (p = .563). Performance in both tasks varies significantly with verb-construction compatibility and translatability; however, difficulty is only significantly related to performance in the grammar judgment task. Furthermore, construction choice influences sentence production accuracy. In conclusion, Japanese learners’acquisition of Chinese ditransitive constructions is influenced by verb usage and cross-linguistic transfer. The frequency of exposure to specific verbs and collocations in both L1 and L2 also affects performance. This study contributes to the understanding of L2 Mandarin acquisition and underscores the importance of verb usage and exposure in the learning process.