臺灣博碩士論文加值系統

無論在中文和英文中，比較句句型都是被廣泛地使用於現實生活裡。由此可見對於中文為第二語言的學習者來說，學習中文比較句的句型是非常重要的一件事。此篇文章中的比較句句法僅限於探討兩樣人、事貨物之間的比較，換句話說，此篇文章沒有提及三樣或更多人、事、物之間的比較形式。
在運用對比分析的方式之下比較中英文比較句，筆者歸納出以下三點教學方式給為來的華語老師。第一，華語老師應該大量的建造學習者形容詞的詞彙。因為英文和中文比較句句型皆用形容將兩項事物做比較。第二，由於中文沒有語法型態變化(Inflection)，在比較句中中文文法用狀語(Adverbial)來表示兩項比較事物的差異，如:一點兒，一些…等等。對於母語為英文，且英文使用型態變化來表示兩項事物差異的華語學習者而言，華語教師需讓學習者多練習中文狀語在中文比較句中的位置及用法。第三，中英之比較句將兩項比較事物擺放的位置也相當不同，因此華語教師也應該對此設計不同且多樣化的練習。
總言之，筆者建議未來的華語教師須善用中英文比較句之間的相同和相異之處進而設計豐富的課程給英語為母語的華語學習者。

Comparison constructions are commonly used in our daily life no matter in Mandarin or English. Judging from this point of view, Mandarin comparison constructions are crucial for Mandarin learners. Regarding to the types of comparison constructions, the article only elaborated the comparison constructions which comparing with two objects. In other words, the article will not mentioned the comparing situations with three or more objects.
After using contrastive analysis to compare Mandarin and English comparative constructions, there are three pieces of advice that author presents to Chinese instructors in the future. First of all, Mandarin teacher should stress on building up learner’s Chinese adjective because both English and Mandarin used a lot of adjectives to express the comparison result between two objects. Second, of all, Mandarin teachers should also put out sufficient practicing of Chinese adverbials because Chinese does not have inflection to show the difference between two compared objects. Third, Mandarin teachers should mention and demonstrate the differences that two compared objects’ positions are placed in differently in Mandarin and English comparative construction.
In sum, the author suggests that Chinese teacher should instruct mandarin comparative construction by taking advantage of the similarities and differences between Mandarin and English comparative construction.

摘要 i
Abstract ii
Acknowledgement iii
List of figures iv
Chapter 1 INTRODUCTION 1
Chapter 2 COMPARISON CONSTRUCTION IN MANDARIN AND ENGLISH 2
2.1 Comparison construction in Mandarin 2
2.1.1 Equality 2
2.1.2 Superiority 8
2.1.3 Inferiority 11
2.2 Comparison construction in English 15
2.2.1 Equality construction 15
2.2.2 Comparative construction 17
Chapter 3 COMPARISON OF COMPARATIVE CONSTRUCTIVE IN MANDARIN AND ENGLISH 18
3.1 Contractive Analysis 19
3.2 Similarities and differences 20
3.2.1 Similarities 20
3.2.2 Differences 22
Chapter 4 ERROR PREDICTION AND PEDAGOGY 25
4.1 Error prediction 25
4.2 Teaching pedagogy 27
Chapter 5 CONCLUSION 29
Bibliographies 31

Machado Filha & Maria Carmelia (2013). A Study in Contrastive Analysis and Error Analysis: Article Usage in English and Portuguese pg 14 Retrieved from https://repositorio.ufsc.br/bitstream/handle/123456789/106035/321796.pdf?sequence=1
Lanfeng Lu (2010). Language Transfer: From Topic Prominence to Subject Prominence. University of Leeds, pg14 Retrieved from https://www.linguistics-journal.com/wp-content/uploads/2015/09/TLJ_MA-thesis_Lanfeng-Lu.pdf
Sandra n. Elbaum, (2006) “Grammar in Context 3”. Adult &Academic, ESL, AP25-AP27
Patricia Osborn. (1989) “How Grammar Works- A Self-Teaching Guide”. Jhon Wiley & Sons, Inc pg175-179
Liú huá, pānwényú, gù wěi. (1996) “shíyòng xiàndài hànyǔ yǔfǎ”. Taipei: shī dà shū yuan
Charles N. Li & Sandra A. Thomson. (2009) “Mandarin Chinese” Taipei: wén hè chūbǎn shè