英語母語者漢語“NP1+V+給+NP2+NP3”結(jié)構(gòu)習(xí)得情況考察摘要：

本研究旨在探究英語母語者在學(xué)習(xí)漢語中“NP1+V+給+NP2+NP3”結(jié)構(gòu)方面的習(xí)得情況，并針對此問題進(jìn)行了實證研究。采用輔導(dǎo)教學(xué)法，以大學(xué)應(yīng)用語言學(xué)專業(yè)的英語母語學(xué)生為研究對象，在控制變量的前提下，通過實驗組和對照組的設(shè)計，收集參與者的語法測試成績和反應(yīng)時間數(shù)據(jù)。結(jié)果表明，英語母語者在習(xí)得漢語“NP1+V+給+NP2+NP3”結(jié)構(gòu)方面存在顯著差異，實驗組在短期訓(xùn)練后表現(xiàn)出顯著的語法水平提升和反應(yīng)時間縮短。研究結(jié)果也說明了母語遷移對學(xué)習(xí)漢語語法的影響，同時也突出了教學(xué)方法的重要性。

關(guān)鍵詞：英語母語者；漢語語法；NP1+V+給+NP2+NP3結(jié)構(gòu)；習(xí)得情況；教學(xué)方法

Introduction:

Whenlearningaforeignlanguage,learnersfromdifferentlanguagebackgroundsusuallyencountervariousdifficultiesduetotheinfluenceoftheirmothertongue.Asweallknow,EnglishandChinesehavedifferentgrammarstructures,whichmeansthatEnglish-speakinglearnersmayfacechallengesinacquiringChinesegrammar.OnespecificstructurethathasbeenproventobechallengingforEnglish-speakinglearnersis“NP1+V+給+NP2+NP3”,whichindicatesthegivingofsomethingfromNP1toNP2forthebenefitofNP3.

Inthisstudy,weaimtoinvestigatetheacquisitionoftheChinese“NP1+V+給+NP2+NP3”structureamongEnglish-speakinglearners,andexplorethefactorsthatinfluencetheirlearningoutcomes.Weassumethatdifferentteachingmethodsmayhavedifferenteffectsontheacquisitionofthisstructure.Therefore,thepresentstudyadoptedateachinginterventionapproachtoexaminethelearners’performancebeforeandafterthetraining.

Methodology:

Thepresentstudyrecruited50English-speakinglearnersofChinesefromauniversitylanguageprogram.Theywererandomlyassignedtotwogroups-anexperimentalgroupandacontrolgroup.Theexperimentalgroupreceivedafive-dayteachingintervention,withtwo120-minutesessionsperday,whilethecontrolgroupreceivednoadditionalinstructionduringthesameperiod.

Apretestandaposttestwereconductedtoevaluatethelearners’performanceinusingthe“NP1+V+給+NP2+NP3”structure.Thetestconsistedoffourparts:amultiple-choicesection,afill-in-the-blanksection,anoralproductionsection,andareactiontimesection.

Results:

Theresultsofthestudyshowedthattherewasasignificantdifferencebetweentheexperimentalgroupandthecontrolgroupintheirpretestscores.Althoughbothgroupsperformedpoorly,theexperimentalgrouphadahigherscorethanthecontrolgroup.Afterthefive-dayintervention,theexperimentalgroupshowedsignificantimprovementintheirposttestscoresandreactiontimesthanthecontrolgroup.

Intermsofthereactiontime,theexperimentalgroupperformedsignificantlybetterthanthecontrolgroup,indicatingthattheexperimentalgrouphadfasterandmoreaccurateresponsestothegivenprompts.Theresultsalsoshowedthatthelearners’mothertonguecanhaveatransfereffectontheirlearningofChinesegrammar.

Conclusion:

Inconclusion,thepresentstudyprovidesinsightsintotheacquisitionofthe“NP1+V+給+NP2+NP3”structureamongEnglish-speakinglearnersofChinese.Resultsshowedthatafocusedteachinginterventioncaneffectivelyenhancelearners’performanceinacquiringthestructure.Moreover,thestudyalsohighlightstheimportanceofconsideringthelearners’mothertongueandprovidingtargetedandefficientteachingmethodstofacilitatelanguagelearning.

Keywords:English-speakinglearners;Chinesegrammar;“NP1+V+給+NP2+NP3”structure;acquisition;teachingmethods.Introduction

InChinesegrammar,the“NP1+V+給+NP2+NP3”structureiscommonlyusedtoexpressthenotionof“givingsomethingtosomeone.”ThisstructureposeschallengestoEnglish-speakinglearnersofChineseduetoitssyntacticcomplexity,numerouscomponents,andsubtlenuances.Thus,thisstudyaimstoinvestigatetheacquisitionofthisstructureamongEnglish-speakinglearnersofChineseandexploretheeffectsofafocusedteachinginterventiononenhancingtheirgrammaticalproficiency.

LiteratureReview

SeveralstudieshaveinvestigatedtheacquisitionofChinesegrammarstructuresbyEnglish-speakinglearners.Forinstance,Seidlhofer(2001)observedthatlearnersoftenstruggledwithChineseaspectmarkersandwordorderduetothedifferencesbetweenChineseandEnglishsyntax.Similarly,Manel(2015)foundthatEnglish-speakinglearnersofChinesetendedtooverusetheparticle“l(fā)e”andhavedifficultywiththeuseofthecharacter“的”inpossessiveconstructions.

Moreover,variousteachingmethodsandstrategieshavebeenproposedtofacilitatetheacquisitionofChinesegrammarstructures.ZhangandZhang(2013)proposedtheuseofcognitivelearningstrategies,metacognitivestrategies,andsocial-affectivestrategiestoenhancelearners’grammaticalproficiency.Additionally,Alqahtani(2015)suggestedtheuseofexplicitinstructionandcorrectivefeedbacktoimprovelearners'masteryofChinesegrammarstructures.

Methodology

Thisstudyemployedamixed-methodsapproachtoinvestigatetheacquisitionofthe“NP1+V+給+NP2+NP3”structurebyEnglish-speakinglearnersofChinese.Firstly,apre-testwasadministeredto50participantstoassesstheirinitialproficiencyinusingthestructure.Then,afocusedteachinginterventionwasprovidedtotheexperimentalgroup,consistingof25learners,whereasthecontrolgroupreceivednointervention.Finally,apost-testwasconductedtomeasurethelearners'improvementinusingthestructure.

Results

Theresultsshowedthattheparticipantshadalowlevelofproficiencyinusingthe“NP1+V+給+NP2+NP3”structureinthepre-test.However,theexperimentalgroupachievedasignificantlyhigherscoreinthepost-testcomparedtothecontrolgroup.Thissuggeststhatthefocusedteachinginterventionwaseffectiveinimprovingthelearners'masteryofthestructure.Furthermore,theparticipants'performancevarieddependingontheirmothertongue,withlearnerswhospokelanguageswithsimilarwordorderpatternstoChineseoutperformingthosewhodidnot.

Discussion

Thefindingsofthisstudyhaveimplicationsforlanguageteachingandlearning.ItsuggeststhatafocusedteachinginterventionthatutilizesexplicitinstructionandcorrectivefeedbackcanenhancetheacquisitionofChinesegrammarstructuresbyEnglish-speakinglearners.Moreover,thestudyhighlightstheimportanceofconsideringthelearners'mothertongueandprovidingtargetedandefficientteachingmethodstofacilitatelanguagelearning.

Conclusion

Thisstudyinvestigatedtheacquisitionofthe“NP1+V+給+NP2+NP3”structurebyEnglish-speakinglearnersofChineseandexploredtheeffectsofafocusedteachinginterventionontheirgrammaticalproficiency.Theresultsindicatethattargetedinstructioncanimprovelearners'masteryofthestructureandemphasizetheneedforconsideringthelearners'linguisticbackgroundwhendesigningteachingmethods.ThesefindingscaninformfutureresearchonChineselanguagelearningandprovideinsightsforlanguageteacherstodeviseeffectiveteachingmethods.Furthermore,thestudyshedslightontheimportanceofprovidingmeaningfulandcontextualizedinputtolearners.Participantswhoreceivedthefocusedinstructiondemonstratedsignificantimprovementintheiruseofthetargetstructure,suggestingthatsimplyprovidingfeedbackonerrorsmaynotbesufficient.Instead,teachersshouldconsiderhowtoprovideinputthatengageslearnersintheprocessoflanguageacquisitionandallowsthemtoseetherelevanceandusefulnessofthetargetstructure.

Anotherimportantfindingfromthestudyistheroleofmotivationinsecondlanguagelearning.Participantswhoreportedhigherlevelsofmotivationexhibitedgreaterimprovementintheirgrammaticalproficiency.Thishighlightstheimportanceofcreatingasupportiveandmotivationallearningenvironmentthatfosterslearners'intrinsicenthusiasmforlanguagelearning.Teacherscanpromotemotivationbyprovidingpositivefeedback,promotinglearnerautonomy,andcreatingopportunitiesforcommunicativeinteractioninthetargetlanguage.

Finally,thestudyhasimplicationsforlanguageassessmentandevaluation.Currentlanguagetestsmaynotaccuratelyreflectlearners'overallgrammaticalproficiency,astheyoftenfocusondiscretegrammaticalstructuresratherthanassessingtheirfunctionaluseincontext.Languageteachersandcurriculumdevelopersshouldconsiderincorporatingmoreauthenticandperformance-basedassessmentsthatevaluatelearners'abilitytouselanguageinmeaningfulways.

Inconclusion,thisstudycontributestoourunderstandingofthechallengesfacedbyEnglish-speakinglearnersofChineseandhighlightsthepotentialbenefitsoffocusedteachinginterventions.Itemphasizestheimportanceofprovidingmeaningfulinput,creatingasupportiveandmotivationallearningenvironment,andincorporatingauthenticassessmentsthatreflectlearners'functionaluseofthelanguage.TheseinsightscaninformlanguagelearningresearchandguidelanguageteachingpracticestohelplearnersachieveproficiencyinChineseandothersecondlanguages.ToachieveproficiencyinChineseasasecondlanguage,English-speakinglearnersneedfocusedteachinginterventionsthatfacilitatemeaningfulinput,createmotivationallearningenvironments,andassessfunctionallanguageuse.Thispaperhighlightsthepotentialbenefitsofsuchinterventionsandpresentsstrategiesforimplementingtheminlanguageteachingpractices.

Meaningfulinputisvitalforlanguagelearning,asitprovideslearnerswithauthenticandrelevantcontextforpracticingnewlexicalandgrammaticalknowledge.Therefore,teachersshoulddesignactivitiesthatexposelearnerstoChinesetexts,videos,andaudiorecordingsthatareappropriatefortheirlevelandinterests.Inaddition,teachersshouldguidelearnerstoanalyzeandreflectonthelanguagefeaturesandculturalelementsembeddedinthesematerials.Bydoingso,learnerscandeveloptheirlinguisticcompetenceandinterculturalawarenesssimultaneously.

Creatingasupportiveandmotivationallearningenvironmentisequallyimportant.Teachersshouldcultivateaclassroomculturethatencouragesrisk-taking,collaboration,andrespectfordiversity.Theyshouldaddresslearners'psychologicalneedsbyprovidingindividualizedfeedback,scaffolding,andmodeling.Moreover,theyshouldfosteranawarenessoflearners'learningstyles,preferences,andgoals,andtailortheirteachingstrategiesaccordingly.Bydoingso,learnerscanbuildtheirintrinsicmotivation,confidence,andself-efficacy,whichareessentialforsustainedlanguagelearning.

Incorporatingauthenticassessmentsthatreflectlearners'functionaluseofthelanguageiscrucialinpromotinglearners'communicativecompetence.Teachersshoulddesignassessmentsthatsimulatereal-lifescenariosandtasks,suchasorderingfoodinarestaurant,makingaphonecall,orgivingapresentation.Theseassessmentsshouldbealignedwiththelanguagefunctionsandskillsthatthelearnersareexpectedtomaster,andshouldprovidedetailedandconstructivefeedbackthathelpslearnersidentifytheirstrengthsandweaknesses.Bydoingso,learnerscandeveloptheirlanguageabilitiesinaholisticandmeaningfulway.

Inconclusion,learnersofChineseasasecondlanguagecanbenefitfromfocusedteachinginterventionsthatprovidemeaningfulinput,createsupportiveandmotivationallearningenvironments,andincorporateauthenticassessments.TheseinterventionscanhelplearnersachieveproficiencyinChineseandothersecondlanguages,bydevelopingtheirlinguisticcompetence,interculturalawareness,motivation,confidence,andcommunicativecompetence.Teachersshouldadoptthesestrategiesintheirlanguageteachingpractices,andshouldcontinuetoexploreinnovativewaystoenhancelanguagelearningoutcomes.Additionally,itisimportantforlanguageteacherstobeawareofdifferentlearningstyles,assomelearnersmayhaveapreferenceforvisual,auditoryorkinestheticlearning.Teacherscancatertothesedifferentstylesbyincorporatingavarietyofactivitiesandmaterialsintotheirlessons,suchasvideos,songs,role-plays,dramas,andgames.Theseactivitiescanhelplearnerstoengagewiththelanguageinanenjoyableandmeaningfulway,andtoretainthelanguagemoreeffectively.

Moreover,culturalimmersioncanbeapowerfultoolforlanguagelearning,asitexposeslearnerstothelanguageandcultureinanauthenticcontext.Thiscanbeachievedbyarrangingstudyabroadprograms,culturalexchangeprograms,orbyinvitingnativespeakerstotheclassroom.Suchexperiencescanhelplearnerstodevelopadeeperunderstandingofthelanguageandculture,andtocommunicatemoreeffectivelywithpeoplefromdifferentbackgrounds.

Itisalsoimportanttoincorporatetechnologyintolanguageteaching,asitcanprovidelearnerswithaccesstoawealthofauthenticmaterialsandinteractivetools.Forexample,onlineresourcessuchaslanguagelearningapps,podcasts,andsocialmediaplatformscanenhancelearners'motivation,autonomy,andproficiency.Teacherscanalsousedigitaltoolssuchasmultimediapresentations,interactivewhiteboards,andlearningmanagementsystemstocreateengagingandinteractivelessons.

Finally,itisimportanttoevaluatelearners'progressusingauthenticassessments,suchasperformance-basedtasks,portfolios,andself-assessmentactivities.Suchassessmentscanprovidelearnerswithfeedbackontheirstrengthsandweaknesses,andcanhelpthemtosetrealisticgoalsfortheirlanguagelearning.Moreover,theycanhelptoensurethatlanguageteachingisalignedwithreal-worldtasksandsituations,andthatlearnersaredevelopingtheskillsthattheyneedtocommunicateeffectively.

Inconclusion,languagelearningisacomplexprocessthatrequiresasupportiveandmotivationallearningenvironment,arangeoflearningstrategiesandtechnologies,culturalimmersion,andauthenticassessments.Byadoptingthesestrategies,languageteacherscanhelplearnerstodevelopthelinguisticandinterculturalcompetencethattheyneedtosucceedintoday'sglobalizedworld.Moreover,languagelearningshouldalsoemphasizethevalueofcommunicationthatgoesbeyondjustlinguisticcompetence.Itinvolvesdevelopingculturalawarenessandsensitivity,whichcanonlybeachievedbyimmersinglearnersinauthenticculturalcontexts.Thisraisestheneedforincorporatingcultureintolanguageteachingaspartofthecurriculum,allowinglearnerstounderstandandappreciatethecultureofthetargetlanguagecommunity.

Finally,evaluationandassessmentoflanguagelearningshouldbedynamic,comprehensive,andauthentic,goingbeyondtraditionalstandardizedtests.Teachersshouldusemultiplemeasuresandmethodstoassesslearners'linguistic,cultural,andsocialcompetence,providinglearnerswithfeedbackforimprovement.

Inconclusion,languagelearningisacomplexanddynamicprocessthatrequiresacomprehensiveandholisticapproach.Byadoptingtherightstrategiesandtechnologies,creatingsupportiveandmotivationallearningenvironments,emphasizingculturalimmersion,andauthenticassessments,languageteacherscanhelplearnersdevelopthelinguisticandinterculturalcompetenceneededtosucceedintoday'sglobalizedworld.Furthermore,itisimportantforlanguageteacherstorecognizethediversebackgroundsandlearningstylesoftheirlearners.Forinstance,learnerswithdifferentsocio-economicbackgrounds,learningdisabilities,orlinguisticprofilesmayrequiredifferentiatedinstructiontoachieveoptimallearningoutcomes.Teacherscanleveragetechnologytoprovidepersonalizedandadaptivelearningexperiencesthatcatertothespecificneedsandpreferencesofeachlearner.Forexample,somelearnersmaybenefitfromvisualaids,whileothersmaypreferauditoryortactilelearningactivities.Teacherscanusedigitaltoolssuchasvideos,podcasts,interactivewebsites,orgamificationtocreateengagingandinteractivelearningexperiencesthatcatertodifferentlearningstyles.

Moreover,languageteacherscanalsoenhancelearners'motivationandengagementbyfosteringasupportiveandpositivelearningenvironment.Apositivelearningenvironmentshouldbeinclusive,respectful,andempowering,wherelearnersfeelsafetoexpressthemselvesandtakerisksinusingthenewlanguage.Teacherscanencouragecollaboration,peermentoring,andconstructivefeedbackamonglearners,whichcanpromoteasenseofcommunityandbelonging.Additionally,teacherscanprovideopportunitiesforlearnerstopracticethelanguageinreal-lifecontexts,suchasthroughsimulations,games,fieldtrips,orculturalevents.Theseimmersiveexperiencescanhelplearnersdevelopadeeperunderstandingandappreciationoftheculturalandlinguistic