摘要

本研究探討台灣以西班牙語為第三語言（L3）的學習者如何處理與理解帶有關係子句的複合句。研究採用混合方法，結合語料庫分析與眼動追蹤技術。參與者為24名以中文為母語，英語為第二語（L2）的大學生。研究聚焦於不同關係子句之語法結構（如：SVO[SVO]、SVO[OSV]）和語法成分（主詞、動詞、受詞）對語句理解的影響。研究結果顯示，對動詞的視覺注視顯著影響句意之理解，其影響會依據語法結構的複雜程度而呈現不同模式。在常見結構中，較高的注視時間與理解混淆相關；而在較複雜的結構中，則反映出驗證性策略的運用。此結果突顯了動詞在閱讀時作為認知點的重要性。研究結果對西班牙語作為第三語言的教學提出實證基礎，建議教學設計可採用漸進式的結構安排，先由學習者熟悉的語序入手，再逐步引導至較複雜的句型，並搭配強調動詞辨識與結構理解之學習任務。

關鍵詞：關係子句、句法處理、眼動追蹤、動詞專注、西班牙語第三語言習得

Abstract

This study examines how Taiwanese learners of Spanish as a third language (L3) process and comprehend relative clauses. A quantitative approach was used, combining corpus analysis with eye-tracking technology. Participants were 24 university students whose native language is Mandarin Chinese and who had learned English as a second language (L2). The study analyzed how different syntactic configurations (e.g., SVO[SVO], SVO[OSV]) and grammatical elements (subject, verb, object) affect sentence comprehension. Findings reveal that visual fixation on the verb significantly influences interpretation, with patterns varying according to structural complexity. In frequent structures, increased fixation was associated with confusion, while in complex ones, it reflected verification strategies. The verb thus emerges as a key cognitive anchor in syntactic processing. These results offer pedagogical implications for teaching Spanish as an L3, including the recommendation of gradual instructional sequence, starting with familiar word order, then gradually moving on to more complex sentence structures, with tasks focused on verb recognition and structural interpretation.

Keywords: relative clauses, syntactic processing, eye-tracking, verb focus, Spanish as a third language acquisition


DOI:10.30404/FLS.202606_(43).0006