華語「知道類」近義詞辨析及教學研究： 以「知道」、「懂」、「了解」、「明白」為例

本研究旨在針對「知道類」心理思維動詞「知道」、「懂」、「了解」、「明白」進行語義辨析，同時根據其辨析結果，設計密集且聚焦之教學計畫，藉由教學實證研究與三次問卷結果，瞭解外籍學生在該組近義詞之習得順序、持續效應，進而歸納出偏誤發生原因。其主要研究議題包括：「知道」、「懂」、「了解」、「明白」之語義辨析、外籍學生在教學進行前對於四個目標詞語之起始行為、進行教學後之成效、教學進行後半年之持續效應、四個心理思維動詞之習得順序，以及偏誤發生原因與情況。本研究首先參考前人分析方式，採取黃居仁等（2000）所定出之「動詞語意表達模式」（MARVS）來分析「知道」、「懂」、「了解」、「明白」之語義屬性，並輔以中央研究院「平衡語料庫」統整出「知道」、「懂」、「了解」、「明白」之主語、賓語搭配類型與句法功能。根據語義辨析結果，本研究繪出一語義網圖及句型搭配圖作為教學輔助工具，同時採用「形式聚焦教學」方式，結合字源教學、情境設置、語義網圖，進行四天密集式的教學活動。研究對象為32名母語為英語、法語、日語、韓語、印尼語、越南語、土耳其語之中級程度外籍學生，依照前測成績平均分為實驗組及對照組，確保兩組受試者起始行為相當。其結果發現，教學前受試者成績由高至低依序為「知道」、「懂」、「了解」、「明白」，且心理動詞間的差距已達顯著性。經過四天的密集教學後，實驗組及對照組之成績皆有明顯提升，且與前測皆已達顯著性；然而對照組的平均成績仍低於實驗組，且其差別達到顯著性。此結果說明經過密集教學，其成效是相當明顯的。教學實驗進行後半年，實驗組之追蹤測試與後測並未達到顯著性，且對於四個動詞之掌握仍是呈現持平狀態，此結果顯示，即使經過半年時間，實驗組仍保有近義詞相關記憶，經過本研究設計之教學後，其持續效應相當明顯。本研究同時根據教學實證結果，提出相關教學建議，以供第一線教學者參考

關鍵字

知道類；近義詞； MARVS ；教學設計；第二語言習得；持續效應

並列摘要

The purpose of this dissertation is to conduct a qualitative and quantitative study to investigate the L2 acquisition of the semantics of Chinese near-synonyms zhidao, dong, liaojie, and mingbai. This study also designed an intensive teaching plan to enhance L2 learners’ understanding of these near-synonyms. The major issues addressed include: (1) the semantic analysis of zhidao, dong, liaojie, and mingbai, (2) the L2 learners’ performance on the four verbs before teaching, immediately after teaching, and six months after teaching, and (3) the acquisition sequences of these mental verbs. The Module-Attribute Representation of Verbal Semantics (MARVS) by Huang et al. (2000) was adopted to analyze the semantic features of zhidao, dong, liaojie, and mingba. Based on the results of semantic analysis, a semantic map was proposed, which was implemented into a "form-focused instruction" design to 32 intermediate-level L2 learners of Chinese whose mother tongues were English, French, Japanese, Korean, Indonesian, Vietnamese, and Turkish. They were equally divided into the experimental group and the control group according to their pre-test scores to ensure that the entry behavior of the two groups was equivalent. The results found that the subjects’ scores were zhidao, dong, liaojie, and mingba in descending order. After an intensive teaching, it was found that the experimental group performed significantly better than the control group, indicating that the intensive teaching was effective. It was also found that the experimental group did not perform significantly differently on the four verbs in the post-test, showing that the experimental group had mastered these near-synonymous after teaching. The results of the delayed test also showed that the experimental group could retain their understanding of these verbs.