易混淆動作動詞的辨析與教學設計

Abstract

詞語混淆對外語學習者和教學者來說都是難點，學習者究竟該從哪些層面加強對詞語的認識，教學者又該怎麼針對這些容易混淆的詞語進行教學？這些都是華語教學中仍待解決的問題。然而現今華語教學對於易混淆詞的教學研究並不多，故本研究旨在探討易混淆詞的辨析方式與教學設計，挑選三組易混淆動作動詞「保護，保持」、「採訪，訪問」、「達到，達成」進行分析，希望透過這些議題的探討引起更多華語教師對易混淆詞的關注和投入。 本研究首先採用文獻綜述法對易混淆詞的定義與特徵、成因、偏誤類型、內部各項難度差異和習得順序等相關文獻進行爬梳和歸納，並根據上述質化分析的結果，確立了辨析易混淆詞的關鍵之一在於搭配關係的差異。接著再藉助本國人語料庫和學習者語料庫，以量化分析的方式，利用語料庫提供的真實數據作為辨析的基礎，透過大量語料觀察易混淆詞組的搭配差異，以及不同的搭配關係會導致哪些用法上的限制、語用功能的差異或語義類別的改變，最後再將上述的辨析結果製成語料單，以間接DDL結合發現式學習法的方式設計成易混淆詞的教學，實際應用到課堂中，希望能讓學習者達到更好的學習成效，並作為華語教師在進行易混淆詞教學時的參考依據，希望能為現今華語易混淆詞的辨析教學帶來一些新的想法。

Confusable words pose challenges for both L2 learners and teachers. Learners often struggle with identifying and distinguishing between confusable words, while teachers face the task of effectively teaching these words. These issues remain unresolved in teaching Chinese as Second Language. However, there is limited research on the teaching of confusable words in this area, therefore, this study aims to explore the methods of distinguishing and teaching confusable words, using three pairs of confusable action verbs as examples: " bǎohù vs. bǎochí", " cǎifǎng vs. fǎngwèn" and " dádào vs. dáchéng". The objective is to raise awareness and engage teachers in the study of confusable words through these discussions. This study uses literature review to summarize the definition, characteristics, causes, types of errors, internal difficulty differences, and acquisition order of confusable words. Based on the qualitative analysis, it identifies the difference in collocation as one of the key factors in distinguishing confusable words. Subsequently, with the assistance of both native speaker and learner corpora, a quantitative analysis is conducted to utilize authentic data from the corpora as the basis for distinguishing between confusing words. Through extensive corpus observation, differences in collocations among confusing word pairs are examined, along with the usage restrictions, pragmatic variations, and semantic changes caused by different collocational relationships. Finally, the results of the analysis are compiled into a corpus-based reference list, and a pedagogical approach combining indirect Data-Driven Learning (DDL) and exploratory learning is designed to teach confusing words. Hope this approach can serve some new insights for teaching confusable words.