漢語四字格成語分級規則之研究—以台灣華語教材為例

華語學習者從中級、中高級晉升到高級，所閱讀文章難度也隨著等級的提升，文句不但長且複雜，當中也加入許多四字格成語，對於晉升到高級的華語學習者是一大難點。華語教師在進行四字格成語教學時，面對數量龐大的四字格成語往往不知該如何篩選出適合該階段的華語學習者學習的四字格成語。本研究選用兩套華語教材，分別為《新版實用視聽華語》與《當代中文課程》，檢視兩套教材所收錄的四字格成語以及分布狀況，發現《新版實用視聽華語》在收錄的數量上，第五冊與前幾冊差距懸殊，兩者在選用與排序上皆無特別說明，對於該如何使用也不清楚。鑒於前述的問題，本研究嘗試針對兩套教材的四字格成語進行分級，在分級之前，先探討並確立四字格成語的定義，接著參考教學語法的分級參數。在研究過程中首先針對各個四字格成語進行詞頻的分析，將分析的結果稱之為結果(一)，接著針對四字格成語的語法功能、內部結構、語義、色彩意義、語素來設計出不同的參數值，將以上五個項目所獲得參數值加總得出結果(二)，將得出的兩個結果各自分成三級且進行比較，針對兩個結果相同級數的四字格成語進行分析。從研究結果可以發現《新版實用視聽華語》與《當代中文課程》各自級數相同的四字格成語數量相差不大，同時也發現兩套華語教材的四字格成語都有著類似的分布趨勢，從研究結果可以知道本研究所提出的四字格成語分級架構在進行四字格成語分級上是合理的。希望藉由本研究所提出四字格成語分級架構，能夠作為華語教學，及編纂華語教材的參考。

關鍵字

四字格成語；分級；教學排序

並列摘要

Chinese learners have been promoted from intermediate, advanced to advanced, and the difficulty of reading articles has increased with the level. The sentences are not only long and complicated, but many four-character idioms have also been added to them. This is a major difficulty for promotion to advanced Chinese learners. . Not only that, when teaching Chinese four-character idioms, Chinese teachers often do not know how to screen out Chinese learners who are suitable for this stage. In this study, two sets of Chinese textbooks were selected, namely "New Practical Audiovisual Chinese" and "Contemporary Chinese Curriculum". By examining the four-character idioms and distribution in the two sets of textbooks, we can find the number of "New Practical Audiovisual Chinese" included in the textbook. There is a huge gap between Book 5 and previous books. There is no special explanation on the selection or ordering of the two books, nor is it clear how to use them. In view of the foregoing problems, this study attempts to classify the four-character idioms of the two sets of textbooks. Before grading, the definition of the four-character idioms is explored and then referenced to the grading parameters of teaching grammar. In the research process, firstly analyze the word frequency of each four-character idiom, and call the result of the analysis the result (1), and then design the four-character idiom grammar function, internal structure, semantics, color meaning, and morpheme. For different parameter values, sum the parameter values obtained from the above five items to obtain the result (2). Divide the two results obtained into three levels and compare them. For the four-character idioms with the same level of the two results analysis. From the research results, we can find that the numbers of the four-character idioms of the same level in the "New Practical Audiovisual Chinese" and "Contemporary Chinese Course" are not much different. At the same time, the four-character idioms in the two sets of Chinese textbooks have similar distribution trends. From the research results, we can know that the four-character idiom grading structure proposed by this research is reasonable in grading four-character idioms. It is hoped that the four-character idiom grading structure proposed by this research will provide good suggestions both in teaching Chinese and compiling Chinese textbooks.