刊讯｜《汉语作为第二语言研究》2021年第2期

Chinese as a Second Language Research

Volume 10, Issue 2, October 2021

Chinese as a Second Language Research (CASLAR) 2021年第10卷第2期共发文6篇，其中英文论文3篇，中文论文3篇。研究论文涉及汉语作为第二语言研究、汉语语法研究、教学法研究等方面。主题包括汉语方位词、存在句、词汇偏误率、指示动词、动貌标记等。

目录

PAPERS IN ENGLISH

■ Locative phrase and descriptive discourse in L2 Chinese, by Arnaud Arslangul, Marzena Watorek, Pages 155-182.

■ Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners, by Huan Zhang, Pages 183-206.

■ A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020, by Shenglan Zhang, Pages 207-238.

PAPERS IN CHINESE

■ 以“了”为端点构拟汉语语法的体系统模型, by 柳燕梅, Pages 239-263.

■ 漢語移動事件中「來」與「過來」之探究, by 蕭惠貞, 魏吟玲, Pages 265-290.

■ 日籍華語學習者的體標記習得偏誤, by 劉德馨, 郭庭安, 大槻和也, 葉姵妤, 劉儀君, Pages 291-318.

摘要

Locative phrase and descriptive discourse in L2 Chinese

Arnaud Arslangul, CRLAO UMR 8563 & Inalco, De ́partement d’Etudes

chinoises; 65, rue des Grands Moulins CS21351 75214, Paris Cedex 13, France

Marzena Watorek, Structures Formelles du Langage UMR 7023 & Universite ́ Paris 8 Département Sciences du langage, Paris, France

Abstract This study examines the way in which French-speaking learners of L2 Chinese construct a type of discourse called static spatial description. It involves the analysis of an oral corpus collected from two groups of native speakers of Chinese and French, and two groups of learners of L2 Chinese at two proficiency levels (low and intermediate). The data collected consist of the description of a poster. The results show that linguistic devices used in Chinese and French to encode the locative phrase and its syntactic functions have an impact on the presence and placement of the locative in utterances encoding spatial localiza- tion. These properties in turn influence the way in which the informational content develops across the utterances in the discourse. There is a clear devel- opment of proficiency between the two L2 groups. However, intermediate learners are not yet able to organize information on the discourse level like native Chinese speakers do.

Key words: descriptive discourse; existential construction; localizer; locative phrase; static spatial localization

摘要：本研究分析了母语为法语的学习者如何用汉语进行“静态空间描述”。为此本文收集了汉、法两种口语语料，被试者分为四组：汉语母语者、法语母语者以及两组法语为母语的汉语学习者（初级组和中级组）。语料收集使用的测试材料为一张街景图。研究结果表明，母语分别为汉语和法语的被试者所使用的空间短语类型与语法功能都有所不同，此差异在语篇层面上造成两组被试者之间主位推进模式不同。两组学习者之间的语言水平亦有明显差别，但中级组在语篇中的信息组织与汉语母语者相比，仍有较大的差异。

关键词: 静态空间描述；存在句；静态空间关系；空间短语；方位词

Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners

Huan Zhang, College of Chinese Language and Culture, Jinan University, No. 377 Shougouling Road, Tianhe District, Guangzhou, China

Abstract This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers ( n  = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation ( p  = 0.000 < 0.05) and lexical sophistication ( p  = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among which, the form error rate is decreasing obviously ( p  = 0.000 < 0.05), while the usage error rate is increasing, but not significantly ( p  = 0.039 > 0.005). Multiple regression analysis shows that lexical sophistication and lexical error rate are more closely related to CSL writing quality, which can predict writing quality well, while lexical variation has less impact on writing quality.

Keywords: lexical error rate; lexical richness; lexical sophistication; lexical variation

摘要：本研究以40名母语为柬语的汉语二语学习者为研究对象，从词汇变化性、 词汇复杂性和词汇偏误率三个维度，考察了词汇丰富性在汉语书面语中的发展特征及与写作质量的关系。结果发现：随着汉语水平的提高，柬语母语者汉语作文中词汇变化性、词汇复杂性均显著提高；词汇偏误率总体减少， 其中，形式偏误显著减少，用法偏误稍有增加，但并不显著。多元线性回归结果显示，词汇复杂性和词 汇偏误率与写作质量的关系更密切，能很好地预测写作质量，而词汇变化性对写作质量的影响不明显。

关键词：词汇丰富性；词汇变化性；词汇复杂性；词汇偏误率

A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020

Shenglan Zhang, Iowa State University, 3118 D Pearson Hall, Ames, IA 50011, USA

Abstract Since the 1960s, research on Chinese language teaching and learning has developed gradually, so it is worthwhile to synthesize the research results and examine trends and changes. A literature review shows that research has been done to synthesize research findings regarding Chinese language acquisition, but no review of the research studies have been done examining Chinese language pedagogy. This study investigates the research trends in Chinese language pedagogy in the U.S. by analyzing 122 empirical studies published in 25 peer-reviewed journals. These articles were identified through an exhaustive search using multiple databases and methods. The articles were cross analyzed in terms of research topics, language learning settings, methodological approaches, theoretical perspectives, and types of learners that were studied. The analysis found that the topics studied in pedagogical research have become increasingly diversified, and that many of the studies used SLA theories, cognitive theories, and multimedia theories as support for their research designs. Almost half of the studies used technology as part of their pedagogical method. The data also revealed that more research was done with beginning-level learners than advanced learners, and that most of the studies used qualitative data. Analysis of the data highlights the need for more research using Action Research and Design-Based Research methods and reveals a need for all future research to use theoretical support for the research designs. This article concludes by suggesting aspects of Chinese pedagogy that could benefit from further research.

Keywords: pedagogical research; research methods; research trends; theoretical perspective; use of technology

摘要：自上世纪六十年代以来美国的中文教学研究在教与学两方面并行日益成熟，其结论值得总结。文献显示学者对习得方面的研究有过综述，但是对教学法方面的综述研究仍然缺乏。过去六十年中文教学方法的研究有什么趋势，这些研究集中在教学中的什么问题上，所采用的研究方法以及涉及的理论有哪些？这些问题迫切需要回答。这些问题的答案可以为学者、教师以及中文师资培训指出一个发展方向。通过对相关学术期刊进行穷尽式搜索与综述，本文试图回答这些问题。穷尽式搜索得到一百二十二篇实证性研究，从发表日期来看，研究数量成递增趋势，研究领域也呈现多样化。多数研究运用定性数据，并且针对初学者教学的研究数量多于中级和高级者。文章最后探讨了中文教学法研究的欠缺方面（比如行动研究与“设计为本”研究法的缺乏；研究设计应该 以扎实的理论为基础），以及将来的可能走向。

关键词：教学法研究；研究趋势；理论视角；研究方法；科技运用

以“了”为端点构拟汉语语法的体系统模型

柳燕梅, 2030 Noche Buena St., Seaside, CA, 93955, USA

提要：本文对“了”的本体研究成果进行梳理总结, 首先, 把句末“了”和词尾“了”都归于体助词。两个“了”代表着事件、动作内部动态发展过程“体”中的两个端点: 发生起点（句末“了”）和完成结点（词尾“了”），在此语法意义基础上探讨了两个“了”的句法条件和语用规则。其次，通过对比时和体、汉语与英语时体系统的不同, 对汉语的时态提出了“已然”和“未然”两种时态隐性表达的假设。并根据汉语的不同体阶段构拟了汉语体系统的模型，以图表方式总结汉语体系统中各个体助词的语法意义、句法条件和语用规则。然后，基于“最近发展区”的教学理论，提出在对外汉语教学中使用体系统的模型辅助体助词的教学，以词尾“了”的教学举例来示范说明使用体模型的教学步骤和活动，帮助学生对汉语语法的体系统全景有一个清晰的认识和了解。最后，本文建议开展对“了”教学的不同尝试和实验，探讨解决汉语语法教学中这一难点的有效方法和途径。

关键词：了；着；在；过；体；时；汉语语法

Abstract This paper categorizes sentence-le and verb-le into aspectual particles. The two le represent different aspectual stages in the internal development of an event: the starting point (sentence-le) and endpoint (verb-le). Based on their grammatical meanings, this paper discusses their differences in syntactic conditions and pragmatic rules. The sentence-le is used to generally narrate the overall information about the occurrence of a single new event and does not specifically express the influence of an action on external objects in the course of the event, it does not require a specific result to appear in the sentence. The verb-le is used to narrate the progress of a single known event, especially the result of a completed action; therefore, the specific result is required in the sentence as the new information. This paper also compares tense and aspect, and their differences in Chi- nese and English. Unlike the limited aspect expressions in English, which depend on the three tense expressions (past, present, and future) determined by the time of speaking, Chinese focuses on the time of the event itself and the different stages of the internal development in the event. Chinese weighs aspect over tense and has more aspect expressions in grammar. According to the negators “meiyou” and “bu”, this paper proposes that there are two implicit tenses in Chinese, namely "non-future" and "future", and the grammaticalization of tenses has not been completed yet. Based on the different stages indicated by the aspectual particles: verb-guo, sentence-le, zai-verb, verb-zhe, and verb-le, a Chinese aspect model is constructed in a diagram with a summary of their grammatical meanings, syntactic conditions, and pragmatic rules. This model will provide a comprehensive refer- ence for future research and teaching on these aspectual particles.

In light of the instructional theory “Zone of Proximal Development” (ZPD), this paper recommends applying the model to the teaching of aspect particles in order to provide students with a clear panorama view of the Chinese aspect system. It also illustrates the teaching steps and activities of using the model through the specific teaching example of verb-le. Lastly, this paper suggests that different attempts and experiments on teaching "le" should be carried out to explore effective methods and approaches to solve this difficulty in Chinese grammar teaching.

Keywords: aspect; Chinese grammar; guo; le; tense; zai; zhe

漢語移動事件中「來」與「過來」之探究

蕭惠貞, 臺灣師範大學華語文教學系暨研究所，臺灣臺北市和平東路一段162號

魏吟玲, 臺灣師範大學華語文教學系暨研究所

提要：漢語指示動詞「來」與「過來」皆表示移動主體朝向指示中心之移動（齊滬揚，1996），反映說話者與移動主體之間的參照關係，但兩者存在細微的差異。據此, 本文旨在考察移動事件中「來」與「過來」各別側重的認知概念，以釐清兩個動詞所指涉的移動事件有何異同。透過語料庫分析研究與漢語母語者實證調查，本研究結果顯示：「來」與「過來」分別突顯不同的認知概念，「來」強化終點參照，弱化路徑概念，可用於描述較抽象的移動事件；相較之下，「過來」則突顯過程路徑，多用於表示具體移動路徑的移動事件。然而，由於「過來」受限於強化過程路徑的概念，無法用於抽象移動事件中，因此「來」的使用範圍較「過來」廣。

關鍵詞：移動事件；指示動詞；終點；路徑

Abstract The goal of this study is to investigate the similarities and differences between the deictic motion verbs COME, i.e., lai and guolai, used in Mandarin motion event descriptions. Previous studies have proposed that both lai and guolai indicate the subject is moving toward the deictic center and reflect the referential relationship between the speaker and the subject (Qi, 1996). However, the subtle differences between lai and guolai remain controversial. In contrast to previous studies, we adopted a corpus-based analysis supplemented by an on-line ques- tionnaire. First, we extracted 500 sentences of lai and guolai respectively from the COCT corpus, and manually eliminated exceptional cases. Second, we classified, contrasted, and examined these data from cognitive, semantic and syntactic as- pects. Next, we used a questionnaire to investigate the usage of lai and guolai under different conditions by 50 Chinese native speakers in order to study their tendencies in terms of usage and degree. The preliminary results show that lai and guolai highlight different cognitive concepts respectively. It is found that lai emphasizes the concept of “TOWARD-A-GOAL” or the meaning of appearance. Therefore, it can be used to describe abstract motion events under certain condi- tions, such as: an inanimate subject, non-real change-of-location, non-current motion events, and so on. By contrast, guolai highlights the concepts of “PROCESS” and “PATH”. Therefore, the verb is often used to express motion events which denote real change-of-location, such as current motion events, emphasizing the meaning of movement, imperative sentences and so on. Limited to emphasizing PATH information, guolai can only be used in describing physical motion events. Thus, it can be inferred that lai is more widely used than guolai. Overall, the results of the study reveal that native speakers of Mandarin tend to use different verbs to highlight cognitive perspectives, such as references to GOAL or PATH. However, the level of each influencing factor still requires further research.

Keywords: deictic verbs; goal; motion event; path

日籍華語學習者的體標記習得偏誤

劉德馨, 臺灣大學華語教學碩士學位學程, 106, 臺灣臺北市羅斯福路四段一號

郭庭安, 慈濟科技大學華語文中心, 970, 台灣花蓮縣花蓮市建國路二段880號

大槻和也, 劉儀君, and 葉姵妤, 臺灣大學華語教學碩士學位學程, 106, 臺灣臺北市羅斯福路四段一號

提要：華語中的進行貌「在」和持續貌「著」，在語意上都含有持續的意思, 這種語意特徵一直以來對日籍的華語學習者造成很大的困擾。對日籍華語學習者而言，日語中表示持續貌的「ている teiru」，除了可以對應華語進行貌「在」、持續貌「著」， 還能對應華語表達狀態改變的「了」。一對多的對應形式，使日籍華語學習者在分辨華語動貌標記時，出現很大的困難。本研究採用雙元理論 （The Two-Component Theory, Smith, Carlota S. 1997. The parameter of aspect . The Netherlands: Springer Netherlands）作為中日動貌對比分析之理論框架，討論華語和日語敘事觀點的差異，以量化和質化分析並行之方式，檢視10位中級和高級日籍學習者之口語語料，並與4位母語人士的口語產出進行對比分析，以探討學習者在使用華語敘事時動貌標記的使用，以及母語負遷移的影響。研究發現，學習者的動貌標記偏誤並非源於對動詞語義所蘊含的事件結構認識不清，而是因為「ている teiru」可以對應到華語的「在」、「著」和「了」，再加上缺乏前後景的概念而導致偏誤，因此會有誤代和遺漏的情況發生，此種狀況在連動句最為明顯。

關鍵詞：動貌標記；「ている teiru」；對比分析；前後景分析

Abstract The purpose of the present paper is to conduct both quantitative and qualitative analysis to investigate the errors of aspectual markers made by Japanese learners of Mandarin, with a special focus on zhe and zai. The acquisition of these aspectual markers have been very difficult for Japanese learners given that, in Japanese, the analogous marker 「ている teiru」 is known to receive at least two distinct interpretations: on-going process interpretations and resultative interpretations. The construction 「ている teiru」corresponds not only to Mandarin zhe and zai, but also to the change-of-state marker le. This “one-to many” mapping is notoriously difficult for Japanese learners when they acquire the Mandarin aspectual system. In view of this, we collected and analyzed retellings, in Mandarin and in Japanese, of the “Pear Story” produced by 10 subjects from intermediate and advanced levels. Their oral productions of Chinese aspectual expressions were further compared with the performance of four native controls. Meanwhile, Japanese learners’ productions in Mandarin were also compared with those in Japanese. Under the framework of the Two Component Theory (Smith, Carlota S. 1997. The parameter of aspect. The Netherlands: Springer Netherlands), the relationship between 「ている teiru」 and the correspondences in Mandarin were explored in depth, and the influence of native language on the acquisition of Mandarin aspectual markers were examined. The research findings are as follows: (1) It was found that Japanese learners of Mandarin were unaware that the foreground and background information corresponds respectively to zai/le and zhe in Mandarin, such that they either substituted or omitted these aspectual markers. (2) The errors made by Japanese learners were especially significant in serial verb constructions, where the first verb generally indicates background information and the second verb refers to foreground information in Mandarin. In Japanese, a verbal affix is sufficient to express similar constructions; consequently, Japanese learners omitted zai in Mandarin serial verb constructions and substituted with le. (3) A comparison of oral productions made in Japanese and in Mandarin revealed that the frequency of zhe and zai was significantly lower compared with that of 「ている teiru」 (χ2 (1) = 4.26 p = 0.039) . Even advanced learners of Mandarin were unfamiliar with the respective discourse functions of zhe and zai such that they used avoidance strategy in the Mandarin story-telling task.

Keywords: aspectual markers; contrastive analysis; foreground/background; “teiru”

期刊简介

Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English.

《汉语作为第二语言研究》（CASLAR）专注于汉语作为第二语言的习得、发展和使用的研究。它支持来自不同语言领域的学者和研究人员，并作为讨论、调查和更好地理解汉语作为第二语言的论坛。期刊每期（每年2期）发表中文论文三篇，英文论文三篇；提供中文和英文摘要。

We are especially interested in publishing articles and research papers that

• investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies,

• explore the implications of CSL research for theoretical developments and practical applications,

• focus on the acquisition and use of varieties of CSL,

• study the nature of interaction between native speakers and non-native speakers of Chinese,

• address major issues of second language acquisition from the perspective of CSL,

• analyze the ways in which language is both shaped by culture and is the medium through which culture is created

该刊对涉及以下主题的文章和研究论文特别感兴趣：

• 调查汉语作为第二语言研究（CSL）的实证结果如何推进和开发更好的汉语教学方法，

• 探索 CSL 研究对理论发展和实际应用的影响，

• 专注于不同种类的CSL习得和使用，

• 研究母语为汉语和非汉语为母语的人之间互动的本质，

• 从CSL的角度解决第二语言习得的主要问题，

• 分析语言如何既受文化塑造又是创造文化的媒介

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