現代漢語詞彙搭配與以學習者習得認知過程為中心的詞彙教學實踐

本文的重點為探討外籍學生學習中文時，在詞彙搭配方面的習得過程、偏誤情形、偏誤原因及具針對性的補救教學。根據本人的教學經驗及所收集的中介語語料，再加上其他學者專家著作中所論及的相關偏誤，本文中會先將外籍學生在詞彙搭配方面的偏誤進行不同於其他學者專家的有系統的分類，接著再進一步加以分析討論，最後再以學習者習得認知過程為中心，根據本研究發現設計以多義詞「打」為主的教學範例，展示如何應用至實際詞彙教學方面，以提供華語教師今後在進行有關此方面之教學時，能加以參考，並將此較具創意之教學法落實在詞彙教學中，以提升外籍學生的華語文能力及溝通能力。

關鍵字

學習者為中心；習得過程；語言溝通能力；詞彙搭配；中介語語料庫；搭配偏誤；偏誤分析；對比分析；學習者母語；詞彙教學；教學策略

並列摘要

The paper emphasizes on the interrelationship of the processes of acquiring knowledge of the collocation of words and the remedial teaching, based on the understanding of the learners' errors and causes of the deviant linguistic system of learners at different stages of cognitive processes.The classification of errors types in this paper is different from the previous studies in many ways:1. It is based on the language internal system, such as syntactic errors, semantic errors, morphemic errors, pragmatic errors and discourse errors, and the function and usage of language as well.2. It is based on the notion of the head and its modifiers or complements.3. It is based on the different functions of connecting words.4. It is oriented on the learners’ cognitive processes.A sample course designing of teaching 「da3」 is presented, and the designing principles are clearly explained in order to show that the teaching of the head and its collocates is crucial in making the different meanings of the head feasible to the learners. The importance of helping the learners establish semantic network or learn words as 「chunks」 instead of individual words is also recognized.

並列關鍵字

learner-oriented ； cognitive process ； communicative ability ； collocation ； error types ； error analysis ； contrastive analysis ； L1 ； interlanguage ； interlanguage corpora ； teaching strategy