第五章 討論與結論
第六節 研究限制與展望
本研究在實驗設計上有幾個可改進之處，第一、如本章第一節所提及，
前測的任務對主要操弄產生了干擾，原本實驗之所以如此設計主要是因為 希望在一個實驗內同時觀察動補結構使用情況與把字句/主動句偏好兩部 分所致，如果能將兩研究分離的話，應該能獲得更嚴謹的證據。第二、在 簡單動補結構的部分，本實驗的啟動句皆是帶有補語的動補結構，未設置 其轉換句－不帶補語的動補結構，若實驗能夠在反面確定受試者在收到省 略補語的動補結構後，會跟著減少動補結構中補語的使用率，那麼對於動 補結構確實能產生句法啟動此一推論會更加完善。
此外若為了更加可靠地排除記憶因素的干擾，第一、應該實驗前給予 受試者記憶水平測驗，觀察受試者的記憶能力是否不尋常，確保受試者中 沒有記憶能力特別突出之人，第二、部分不合法句，比如在語法判斷中受 試者聆聽到的”S 把 OV”，或是與華語教學課室中給予的規則不符但受到中 文母語者接受的”S 把 OVC”，或是在語句產出與句法啟動階段中受試者自 己產出的怪異句，可能會因為語句的違和而產生的驚訝感而使受試者產生 特殊的印象，這方面對受試者的長期記憶是否會產生影響，有待進一步釐 清。
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在實驗的後續延伸的部分，本研究的實驗對象為晚期中文二語學習者，
令人好奇的是這樣的動補結構的句法啟動是否能如同其他句法啟動般在 母語者的身上產生，McDonough and Mackey (2008)認為，使用中介語的二 語學習者與無中介語的母語者不同，可能因為在溝通時旁人沒有糾正其言 談中石化的錯誤，因為溝通順利而將部份中介語中的錯誤句形誤當作正確 句形，並將之視為可以真正正確句型互相轉換的轉換句的現象。這樣的話 可能導致晚期二語者在隱性知識上與母語者有落差，那麼調查母語者是否 真的會對簡單動補結構產生句法啟動效應，應該能夠替此結構歸屬之爭論 提供進一步更堅實的證據。另一個有趣的議題是，這些中高級語言水平的 二語學習者雖然展現了與母語者類似的長期性句法啟動效果，但若更細緻 地探究，其句法啟動強度與偏好是否隨著語言水平的提高而逐漸與母語者 趨合？又或者其表現到達一定程度後就不會再隨著語言水平提升而變化？
又或者其變化方向不會與母語者相同？這方向的延伸研究將有助我們了 解晚期二語者在二語的程序性知識的特性。
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附錄
附錄[3.1]受試者語言背景調查表(以無延遲組為例)
一. 報名表 (為了避免過於冗長影響報名意願，此階段問題較少) Chinese experiment :Practicing Chinese with Pictures
中文實驗: 看圖練習中文
Hello! Thanks for attending this experiment!
This experiment is designed by NTNU TCSL.
This experiment is designed for exploring how describing pictures or listening to sentences influence L2 learner's vocabulary memory.
This experiment will takes 50~70 mins.
Each participant will get $300 cash right after the second part of the experiment.
Please bring your Taiwan Resident Certificate or Passport to help us check your information.
Qualification:
1.Started learning Chinese after 16 years old.
2.Mother language: all language except Thai, Chinese, Chinese dialect.
3.Chinese level: intermediate or advanced
(finished <<A Course in Contemporary Chinese>> B3 L6/<<Practical audio-visual Chinese>> B3 L6 / )
(or pass HSK4 TOCFL A2)
We won't use your personal information in any other activities, and we also won't tell any other people those information.
名字(Name) ______
性別(Gender) 〇男(male) 〇女(female) 〇其他(other) 您是哪國人?(Where are you from?) ______
您的母語是什麼?(What is/are your mother language(s)?) _______________
您的父母或親人會說中文或中文方言嗎?(Can your parents or family speak Chinese or Chinese dialect(EX: Cantonese)?) 〇Yes 〇No
您是海外華人嗎?(Are you overseas Chinese?) 〇Yes 〇No
你學過中文嗎?您用過最高等級的書是哪一本?B2?B3?第幾課?(If you have learned Chinese. Please write down name of the book of the highest level, and
128 unit.) (EX: 當代中文 B2 L4)
_______________
您的 E-mail? _________________________________
We'll send you an email to check your availability.
二. 實驗開始前的詳細資料表 您的名字？ _______________
請問您的生日是什麼時候？ _______________
請問您什麼時候開始學中文？
______________________________
請問您在哪裡學中文？學了多久？(EX:日本大學 2 年，台灣 MTC1 年) ______________________________
請問您現在上課用的是哪一本書第幾課？(如果您現在已經沒去上課了，那請告 訴我您之前上課時上到哪裡）
______________________________
您有沒有考過中文檢定考試？是什麼？Level？(EX: HSK, TOCFL, TOP...) ______________________________
您有沒有學過其他語言？(Have you ever learned other language before?) 是什 麼？
______________________________
您的專業或主修是什麼？(What's your major?) ______________________________
請您到這裡選擇您適合的時間：
https://docs.google.com/spreadsheets/d/1rNO-qiu2r0Foube43lusQZk07r6fSCz0hkOZ 0RMvuWY/edit#gid=0
(if you can't fill the blank, please email: yutahai@gmail.com)
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好就選 3，覺得應該沒問題選 4，確定沒問題就選 5，可以嗎？
句子跟上次不一樣，（快速跳過練習階段）好，我們開始。」
（開始語句判斷的後測實驗）
結束 謝謝你來參加這個實驗，這是您的參加實驗的錢，您對實驗 有什麼感覺呢？
（簡單寒暄後受試者離開）
組別
階段 控制組
介紹 研究者：「我先跟你介紹我們要做什麼，今天的實驗差不多要 三十分鐘。你要做兩件事情。第一件事情，你會聽到一些句 子，聽了以後請你再說一次。第二件事情，你也會看到一些 圖片，圖片旁邊有一個動詞，請你用這個動詞說一說圖片裡 面的人怎麼了，做了什麼事情。有問題嗎？」
（研究者開啟程式，詢問受試者是否同意錄音後進入練習畫 面）
句法啟動 觀察階段
研究者：「現在你會聽到一個句子，聽兩次（等待錄音撥放兩 次），好，請你再說一次（受試者重述實驗練習撥放的句子）， 好，現在你看到一張圖片，這裡有一個動詞－喝醉，請你用
「喝醉」，用一個簡單的中文句子說一說這個人怎麼了？（受 試者回答），好，記得不要說兩句中文，就都說一句簡單的中
「喝醉」，用一個簡單的中文句子說一說這個人怎麼了？（受 試者回答），好，記得不要說兩句中文，就都說一句簡單的中