多義詞華語「開」與韓語「열다」的語義對比分析與教學應用－以初中級學習者為例

Semantic Comparison and Teaching Application Analysis for Polysemous Verbs Chinese kai and Korean yeol-da

柳慧朗(Hui Rang Liu)

《臺大華語文教學研究》 6期 (2018/08) Pp. 47-80

https://doi.org/10.6664/NTUTCSL.201808_(6).0002

摘要

本論文首先探討華語「開」與韓語「열다」在辭典中的義項，並參考前人的語義分析來定義多義動詞的獨立義項，並探究「開」與「열다」之間的異同。其次，透過兩國的語料庫（平衡語料庫4.0；SJ-RIKS Corpus）進一步探討兩者獨立義項的實際使用頻率以及搭配詞彙，最後根據鄧守信（2009）；邢志群（2013）所提出的華語教學語法理論為基本依據，並參考歐德芬（2015）針對美國學生所整理出來的多義詞「開」階段性教學步驟，提出針對以韓語為母語的初中級學習者不同義項的教學排序。

關鍵字

多義詞 ； 語義對比 ； 語料庫 ； 教學排序

並列摘要

This paper discusses the dictionary meanings of the Chinese verb kai and Korean verb yeol-da. Then, through analysis of previous studies, we define the individual senses of polysemous verbs and analyze the similarities and differences between the verbs kai and yeol-da and analyze the usage frequency and collocation words for the two verbs using Taiwan and Korea language corpus data. Finally, we apply Teng (2009) and Xing’s (2013) theories of Chinese pedagogical grammar to propose the teaching sequence and procedures for teaching the multiple meanings of the polysemous verb kai within Chinese teaching materials and curriculum pedagogy.

並列關鍵字

Polysemy ； Semantic contrast ； Corpus ； Pedagogical application