華語教學師資生關係子句語法教學偏差探討及其師培建議

An Investigation of Teaching Errors in the Instruction of Relative Clauses Provided by Mandarin Teacher Trainees and Implications for Teacher Education

本研究旨在探討華語關係子句於教材中的編寫特徵，以及師資生教學中的偏差行為。華語關係子句的教與學皆具一定難度，原因包括次結構差異、跨語言差異，以及結構複雜度。「的」作為連接修飾語與中心語的必要成分，用法繁瑣，在初級教材中有不少語法點與「的」相關，如：關係子句、領屬句、狀態動詞擔任修飾語、分裂句、狀態動詞重疊等，教師若缺乏語法本體知識，容易錯用結構；此外，作為教學依據的華語教材，其內容是否能反映語法本體特徵值得研究。為了解關係子句在教材中的編寫情形及師資生教學偏差行為，本研究先採內容分析法進行教材分析；接著，以觀察法蒐集師資生教學操作情形；再輔以訪談在職華師以補充分析內容。經調查，師資生的關係子句教學偏差行為有：（1）多數師資生未區分SRC和ORC；（2）僅強調修飾語和中心語結構，忽略次結構差異、語言功能和情境的重要性；（3）練習和活動單一，偏重形式練習；（4）語類單一且指量詞位置未考量到新舊知識結合；（5）語法知識不足，使用非RC結構或病句作為例子。本研究建議在師培階段，可參考上述偏差行為進行語法教學培訓設計，降低教學時的錯誤發生率。

This study examines how Chinese relative clauses are presented in teaching materials and the instructional deviations exhibited by pre-service teachers in classroom practice. The teaching and learning of Chinese relative clauses are particularly challenging due to differences in embedded structures, cross-linguistic variation, and the increasing complexity arising from the addition of linguistic elements. As the obligatory marker linking modifiers and head nouns, de (的) involves highly complex usage. At the elementary level, textbooks introduce multiple grammar points related to de (的), including relative clauses, possessive constructions, stative verb modifiers, cleft sentences, and stative verb reduplication. Teachers who lack sufficient grammatical knowledge may therefore misuse these structures in instruction. Given that textbooks serve as a primary basis for grammar teaching, it is necessary to examine whether they adequately reflect the core grammatical features of relative clauses. To explore how relative clauses are presented in textbooks and how pre-service teachers handle this grammar point in actual teaching, this study first employed content analysis to examine textbook materials. Classroom observation was then conducted to collect data on pre-service teachers’instructional practices, followed by interviews with in-service Chinese language teachers to supplement and further contextualize the analysis. The findings reveal several recurring instructional deviations: (1) failure to distinguish subject relative clauses (SRCs) from object relative clauses (ORCs); (2) overemphasis on surface structure with insufficient attention to embedded structure, function, and context; (3) limited and overly form-focused practice activities; (4) a limited range of syntactic roles and insufficient integration of new knowledge with learners' prior knowledge; and (5) insufficient grammatical knowledge reflected in non-relative-clause constructions (non-RCs) or ungrammatical examples. These findings suggest the need for targeted grammar pedagogy training in teacher education programs to reduce future instructional errors.