- 期刊
「一切」、「全部」、「所有」之近義詞辨析與教材編寫建議
An Analysis of Near-Synonyms and Teaching Material Suggestion -yīqiè, quánbù, suǒyǒu as examples
摘要
本研究根據HSK動態作文語料庫分析學生使用「一切」、「全部」、「所有」之病句探究其偏誤情形，其中以誤代與遺漏最為普遍，可見學生對其使用規則掌握不足。本文選用質性分析與量化分析進行研究，主要根據中央研究院中文詞彙特性素描系統及現代漢語平衡語料庫搜尋該組近義詞，考察語義、語法特質，根據分析結果審視華語教材，並為現有注釋提出修正。旨在協助區分該組近義詞框架，期望提供以華語做為第二語言之教師可行之教學建議，以提升教學成效。研究結果發現「一切」、「全部」、「所有」三者在詞典裡均相互釋義，使用規則敘述亦不明確，中英文註釋不一致容易使英語學習者產生負遷移。各教材選用之英文譯詞與中文意義、用法均有所出入，且各教材並無提供適當解釋區分三項詞彙差異，也沒有足夠的練習協助學生掌握詞彙運用時機。建議首先以「所有的」進行教學，降低學生遺漏現象。選用適當圖像、例句區別「一切」、「全部」、「所有」，並避免直接使用英文單詞對應解釋，降低誤用。同時設計適量練習供學習者運用掌握三者之異同。
並列摘要
This paper investigates the incorrect use of yīqiè, quánbù, suǒyǒu. The data is based on the HSK Dynamic Composition Corpus. According to the results, omission and misuse are top two errors we generally see in second language learners. Therefore, we can infer that students are not familiar about the usage rules and differences in the three words. To determine the differences between the three near-synonyms, we investigate two corpus: Chinese Word Sketch and Sinica Corpus. First, we analyzed Chinese Word Sketch and Sinica Corpus to differentiate the semantic and syntactic differences between the words, then the results were compared with seven commonly used teaching materials. We found that the Chinese meaning and the English translation, even the usage are different among these books. Furthermore, most books do not employ adequate practices, and thus there is insufficient editor teaching material. This research examine the disparity between the three words and utilizes pictures to depict the meanings of the words.