The Analysis of Benefactive Construction Uses: Based on LARP at SCU Corpus

[[abstract]]日語的授受表現中，存在著中文授受表現裡不存在的恩惠性，學習者在尚未理解的情況下，容易受到母語干擾，將授受輔助動詞當作中文的介詞或動作方向等義來使用，即便不了解授受表現裡的恩惠性，學習者在使用授受表現時也未必會有不自然的情形，就算再怎麼考察授受表現的例句，也可能看不出任何錯誤。為了證明學習者在使用授受表現時沒有恩惠意識，有必要考察學習者的授受表現使用狀況，對恩惠意識的有無進行調查研究，確認日本語學習者是否了解授受表現裡隱含的恩惠性。因此，本研究以東吳大學日本語文學系所收集的台灣人日語學習者語言資料庫「LARP at SCU」中的37位學習者，全部共1221篇的作文資料作為考察對象，抽出作文裡頭的授受例句進行分析，並以「～てくれる」的例句為主 ，進行恩惠意識有無的判別。經過具體的考察之後發現到，既使學習者使用了自然的授受表現，也未必有恩惠意識。以分類對照的研究手法得出來的結果也對應了此說法。再從語言資料庫的例句來看，不只有授受表現，學習者也犯了許多授受表現以外的文法錯誤，甚至是受到母語干涉，以直譯的方式來表達。這都顯示出學習者對日語學習的不足。在這樣的情形之下，要理解授受表現裡的恩惠性，並非容易的事。另外，同一篇作文中不一定只有授受表現「～てくれる」的出現，也有出現其他的授受表現。例如「～てあげる」或是「～てもらう」。即使「～てくれる」的例句被認定為自然的授受表現，但同時出現的「～てあげる」或是「～てもらう」的例句未必也是自然的授受表現。換言之，就算學習者寫出自然的「～てくれる」例句，不一定就有恩惠意識。對此，必須要找出更多授受表現的錯誤，以這些錯誤為範本，擬定更好的教育方案，避免錯誤再次發生。另外，除了授受表現的文法之外，也有必要讓學習者了解授受表現的使用，必定與恩惠授受有關。如此一來，授受表現錯誤的發生自然就會減少。[[abstract]]In Japanese benefactive constructions there is favor consciousness; however it is not existed in Chinese benefactive constructions The interferences of the mother tongue for Chinese speaking Japanese learners occur frequently For example they would regard the benefactive auxiliary verbs as Chinese prepositions indicating movement directions On the other hand even though learners are not aware of the favor consciousness the benefactive constructions they use are not always unnatural There is a probability that the benefactive constructions are flawless The purpose of the thesis is to examine leaner’s acquisition of favor consciousness in Japanese benefactive constructions Hence a hypothesis on learner’s lack of favor consciousness is made The survey will focus on whether the learners have favor consciousness when they use benefactive constructions As to the approach the data to examine is taken from 37 students’ 1221 compositions of “LARP at SCU” corpus by Soochow University Benefactive constructions in the compositions especially the type of “tekureru ” will be analyzed to see if the writers are favor-conscious As to the result even though learners may use natural benefactive constructions they are not necessarily favor-conscious which is the same as benefactive constructions being categorized and contrasted Also learners have other grammatical mistakes in addition to benefactive constructions mainly because of their interference of mother tongue leading to directly translated sentences Moreover using “te-kureru” correctly does not necessarily mean the correct use of “te-morau” and “te-ageru ” In other words learns using “te-kureru” naturally are not necessarily favor-conscious Therefore a further research on misused benefactive constructions is essential The teaching of benefactive constructions should include the explanation of favor consciousness so that the misuse would be avoide