{"title":"香港大专生普通话学习中“了”的偏误分析: 对体习得普遍趋势和多语教学的启示","authors":"姚. 水英 (Yao Shuiying)","doi":"10.1515/caslar-2021-0006","DOIUrl":null,"url":null,"abstract":"提 要 自1997年以来, 香港地区的普通话教育推广得到了极大的发展。不过, 鉴于多方面的限制和原因, 香港学生的所说所写还是无可避免地带着明显的“港式中文”的特点。本文详细分析了香港大专学生普通话学习过程中各种“了”的偏误行为, 包括不需用“了”而误用“了”、该用“了”而未用“了”、“无时态标记句”、与“有”的误用, 离合词中错用“了”等各种情况, 发现以粤语为母语的香港学生在习得普通话“了”时, 主要表现为体标记不足 (underuse) 的错误, 迥异于其他汉语为二语习得者的体标记泛化(overuse)的常见错误。不仅如此, 我们还发现在“两文三语”或者三语 (trilingual)环境下香港学生对于“了”的各种偏误主要是受了学生课堂强势语言英语的“语际迁移”(language transfer) 所致, 而非受学生的母语和最常用的生活用语 --- 粤语的影响, 印证了多语习得中强大的“第二语言地位因素假设” (the L2 status factor hypothesis) 在香港学生的三语习得过程中同样存在。这一有趣的现象无疑为多语环境下的语言教学带来了启示。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"131 - 154"},"PeriodicalIF":0.0000,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2021-0006","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese as a Second Language Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/caslar-2021-0006","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Error Analysis of "le" in Mandarin Learning for Hong Kong College Students: Implications for the General Trend of Aspect Acquisition and Multilingual Teaching
Since 1997, the promotion of Mandarin education in Hong Kong has undergone significant development. However, due to various limitations and reasons, what Hong Kong students say and write inevitably carries a distinct characteristic of "Hong Kong style Chinese". This article provides a detailed analysis of various deviant behaviors of "le" among Hong Kong vocational college students in the process of learning Mandarin, including the misuse of "le" without the need to use "le", the use of "le" without "le", the misuse of "you", and the misuse of "le" in clutch words. It is found that Hong Kong students who use Cantonese as their mother tongue in acquiring Mandarin "le" mainly exhibit insufficient aspect markers (underuse) errors, Different from other common errors of aspect marker generalization in second language learners of Chinese. Not only that, we also found that various biases of Hong Kong students towards "le" in "bi wen tri lingual" or trilingual "environments are mainly caused by the" language transfer "of the dominant language English in the classroom, rather than being influenced by the students' mother tongue and the most commonly used daily language - Cantonese, This confirms the strong 'L2 status factor hypothesis' in multilingual acquisition, which also exists in the third language acquisition process of Hong Kong students. This interesting phenomenon undoubtedly brings inspiration to language teaching in multilingual environments.
期刊介绍：
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. 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.
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