本文旨在辨析近義詞「保持」、「維持」的異同。透過中研院平衡語料庫(Academia Sinica Corpus)及中文詞彙特性速描系統(Chinese Word Sketch, CWS)採取語料庫分析研究法,並參考相關漢語辭典,從句式結構、語義特徵、語義指涉、詞語搭配等方面著手研究,再從語用層面與篇章功能進行探討,另外,透過問卷調查母語者與非母語者的使用情形,進行對比分析。研究結果顯示,二詞同樣作為謂語動詞,後可接賓語,亦能賓語前移後接補語或後不接補語,也可當定語使用,尚有名物化的用法,後接賓語是最常見句式。其語義特徵,表示情狀的持續,二者皆可表現「進行貌、完成貌」,「保持」的積極性高於「維持」。在語義指涉上:語義重點指向「賓語」,如「賓語」前移,語義重點指向「補語」。在詞語搭配上:「保持」最常搭配各種人物狀態與抽象心理感受的詞語,「維持」最常搭配各種外在狀態詞語。在語用層面與篇章功能上,當言及說話者之心境時用「保持」,言及外在狀態負面結果時用「維持」,二者之篇章功能均為帶出焦點信息。母語者對二詞辨析呈現差異,整體優於非母語者,非母語者呈現中級詞彙習得之不規律現象。文末,本文結合漢語教學語法原則,提出教學建議。
This study aims at differentiating between the near-synonymous pair Baochi and Weichi. The corpus-based analysis approach and relevant Chinese dictionaries are used to analyze the data which are collected from Academia Sinica Corpus and Chinese Word Sketch. Six aspects are discussed: syntactic patterns, semantic characteristics, semantic roles, collocations, and the functions of pragmatics and discourse. In addition, a questionnaire is used to examine the acquisition by native and non-native speakers. Finally, teaching suggestions are raised with the conjugation of Chinese pedagogical grammar principles to achieve the goal of the study.