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研究生：	黎氏芳草 Le Thi Phuong Thao
論文名稱：	越南母語者之華語量詞的第二語言習得研究 The Acquisition of Mandarin Classifiers by Vietnamese Learners of Chinese as a Second Language
指導教授：	陳純音 Chen, Chun-Yin doris
口試委員：	陳純音 Chen, Chun-yin Doris 李臻儀 Li, Jen-I 林祐瑜 Lin, Yowyu
口試日期：	2023/01/17
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2023
畢業學年度：	111
語文別：	英文
論文頁數：	107
中文關鍵詞：	中文分類詞、第二外語習得、越南成人、第一語言遷移
英文關鍵詞：	Chinese classifiers, second language acquisition, Vietnamese adults, L1 transfer
研究方法:	實驗設計法
DOI URL：	http://doi.org/10.6345/NTNU202300214
論文種類：	學術論文
相關次數：	點閱：248 下載：38
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本研究主要探討越南成人中文二語學習者如何習得中文分類詞，研究對象為 30 位介於 19 到 34 歲的越南學生，依其中文程度，分成兩組(一組中文程度為中低級(程度為 B1或 B1 以下)，另一組為中高級(程度為 B2 或 B2 以上))。另外，本研究亦招募 15 位中文母語者作為控制組。實驗設計為圖片描述題以及選擇題，藉由此兩種題型觀察受試者對於中文分類詞的口語表達能力和理解能力。此兩題型中皆有關於形狀、生命性、功能、事件、標準、容器、部分及群體等分類詞的題目，共計 16 題。
本研究發現，如下：首先，中文中低程度的越南人在數詞(measure words)方面表現得比數量詞(numeral classifiers)來得好，而中文中高程度的越南人在量詞和數詞分類詞的表現一致。第二，越南人在不同類性的分類詞表現不同。其中對越南人來說容器、功能和形狀的分類詞比部分、群體和事件分類詞更容易習得。第三，中低程度受試者比中高程度受試者更頻繁地使用「個」來替代更精準的分類詞用法。最後，中低程度的受試者比中高程度受試者更容易被越南母語影響其第二外語中文的表現。總體來說，本研究發現中文程度會大幅影響越南受試者對於中文分類的理解。

The present study examined how Vietnamese adult learners of Chinese acquire Chinese classifiers. Thirty Vietnamese participants, ages 19 to 34, were recruited to participate in this study, and they were further divided into two groups according to their Chinese proficiency level: Low-Intermediate group (B1 and lower levels) and High-Intermediate group (B2 and higher levels). In addition, fifteen Taiwanese native speakers of Chinese were invited to participate in this study as the control group. For the research design, two tasks, Picture Description task and Multiple-Choice task, were designed to examine the participants' comprehension and production of Chinese classifiers. In each task, a set of sixteen numeral classifiers and measure words denoting Shape, Animacy, Function, Event, Standard, Container, Partitive, and Group was selected to test the participants’ performance on various classifiers.
The results of the study revealed the following important findings: first, the Vietnamese adults at the low level of Chinese proficiency performed significantly better on measure words than on numeral classifiers while those at the high level performed equally well on both measure words and numeral classifiers. Second, the Vietnamese participants performed differently on different types of classifiers, in which Container, Function, and Shape classifiers were found to be more easily acquired than Partitive, Group, and Event classifiers. Third, the Low-Intermediate participants employed the general classifier ge as a placeholder by using it substantially more frequently than the High-Intermediate group. Finally, the Low-Intermediate group was also found to be influenced by their mother tongue more than those at the high level of Chinese proficiency. In general, the present findings indicate that Chinese proficiency does have a huge impact on how the Vietnamese adults comprehend and use Chinese classifiers.

ACKNOWLEDGEMENT............................................................................................. i
CHINESE ABSTRACT................................................................................................ iii
ENGLISH ABSTRACT .............................................................................................. iv
TABLE OF CONTENTS .............................................................................................v
LIST OF TABLES ....................................................................................................... vii
LIST OF FIGURES ..................................................................................................... ix
LIST OF ABBREVIATIONS ........................................................................................x
CHAPTER ONE INTRODUCTION
1 Motivation.............................................................................................................1
2 Research Questions...........................................................................................6
3 Significance of the Study.................................................................................7
4 Organization of the Thesis..............................................................................8
CHAPTER TWO LITERATURE REVIEW
1 Classifier Systems in Chinese and Vietnamese ......................................9
1.1 The Chinese Classifier System ...................................................................9
1.2 The Vietnamese Classifier System ........................................................13
1.3 A Typological Comparison........................................................................17
1.3.1 Word order..................................................................................................17
1.3.2 Repeaters.....................................................................................................18
1.3.3 General classifiers.....................................................................................18
1.3.4 Non-classified nouns..............................................................................19
1.3.5 Semantic parameters in classifier categorization.........................20
1.4 Possible Transfers ........................................................................................22
2 Previous Empirical Studies of The Acquisition of Chinese classifiers....................................................................................................................24
2.1 Previous Studies of L1 Acquisition ........................................................24
2.2 Previous Studies of L2 Acquisition ........................................................32
3 Summary of Chapter Two.............................................................................41
CHAPTER THREE METHODOLOGY
1 Participants.........................................................................................................42
2 Tasks and Materials ........................................................................................44
2.1 Tasks .................................................................................................................44
2.2 Materials .........................................................................................................45
3 Procedure ..........................................................................................................49
3.1 Pilot study ......................................................................................................49
3.2 Formal study .................................................................................................51
3.3 Scoring ............................................................................................................53
4 Summary of Chapter Three..........................................................................55
CHAPTER FOUR RESULTS AND DISCUSSION
1 Measure Words and Numeral Classifiers ..............................................56
2 Subtype Effect...................................................................................................63
2.1 Measure words..............................................................................................63
2.2 Numeral classifiers.......................................................................................70
2.3 L1 transfer........................................................................................................73
3 The Use of ge.....................................................................................................77
4 Proficiency Effect .............................................................................................80
5 Summary of Chapter Four ...........................................................................82
CHAPTER FIVE CONCLUSION
1 Summary of the Major Findings................................................................83
2 Pedagogical Implications.............................................................................85
3 Limitations of the Study and Suggestions for Further Research...86
REFERENCES.............................................................................................................87
APPENDIX A The Picture Description Task ...................................................92
APPENDIX B The Multiple-Choice Task..........................................................98
APPENDIX C Consent Form .............................................................................104
                                

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