作者
Author

蕭惠貞. 陳昱蓉

(Huichen S. HSIAO) .(Yu-Jung CHEN)

關鍵詞
Key words

歧義,多義詞,消解歧義,華語教學

ambiguity, polysemy, disambiguity, TCSL

摘要

    本文探究漢語「做+名詞組」之詞彙歧義與消解歧義之方式，從「做人」、「做夢」、「做文章」、「做功課」四詞著手，以詞彙意義與詞彙語境線索詞為基礎，進行語義辨識實驗。透過該實驗，我們分析華語學習者如何理解含有多義詞句子，希冀其能有助於華語教學應用。實驗對象包括母語者（參照組）和華語學習者（實驗組）各20位。實驗結果為（1）教學效果顯著，平均答對率進步18%；（2）詞彙語境線索教學對華語學習者理解句義有幫助；學習者答對率與其圈選的線索詞，兩者顯示為中度相關（r值為0.58） 。本研究建議教學時可教導學生詞彙意義判斷策略（線索詞），以利其能有效透過相關詞彙語境線索推測多義詞的確切詞義。

Abstract

   The study examines the lexical ambiguity and the cues related to resolving the ambiguity of the Mandarin verb zuò-related phrases, including “zuò rén”, “zuò mèng”, “zuò wénzhāng” and “zuò gōngkè”. Experiments on semantic recognition (differentiation) on the basis of lexical semantics and cues from senten-tial/contextual cues were carried out to analyze how Mandarin second language (L2) learners interpret sentences with ambiguous words. We aim to provide in-sights gained from the current results into the teaching of Mandarin. 
There were 40 participants in the study, including 20 native Mandarin speakers in the control group, and 20 Mandarin L2 learners in the experimental group. The results of the study are: i) the number of average correct answers increased by 18%, demonstrating significant teaching effect; ii) the provision of contextual cues in lexical teaching could help Mandarin L2 learners in interpreting the meaning of sentences. The r value between the rate of correct answers and the cues they selected was 0.58, signifying a moderately positive relationship between the two. It is thus recommended to include teaching of lexical judging strategies in order to help Mandarin L2 learners to infer the meanings of polysemous words via related contextual cues.

內容語文
Language

English

頁次
Page

1-30

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華藝線上圖書館 / 臺灣學術線上