「變」近義詞探究與日籍學習者之中介語分析

Abstract

近義詞不僅是學習難點，亦為教學難點，而過去研究發現表達轉變的近義詞組「變」、「改變」、「變化」、「變成」與「變得」對學習者而言可能造成混淆，因此本研究旨在探討日籍學習者在「變」近義詞的使用以及偏誤情況，並進一步提供相關的辨析與教學建議。本文參考《中文詞彙網路》將多義詞「變」區分為三個義項，透過母語者語料庫闡明目標詞彙在語義、句法與搭配詞方面的異同。其後再從《TOCFL學習者語料庫》、《COCT中介語語料庫2019》以及《華語學習者作文誤用檢索平台》等三個學習者語料庫收集課後作文與測驗作文語料，分析其偏誤類型與分布情形，並藉由漢日對比以探究學習者偏誤的可能成因。研究結果釐清「變」的不同義項與其他近義詞在及物性、句式、後接成分等面向之間的差異，並發現日籍學習者常見的偏誤類型依序為誤代、遺漏以及共現成分的搭配偏誤。在誤代偏誤中常見的有「變」與「變得」的混淆、「變成」與「變得」的混淆以及「變／變化」與「改變」的混淆；而在遺漏偏誤方面則多為學習者在欲表達轉變時產出遺漏「變」或「變得」的偏誤句；此外，學習者也有誤用「越來越」來修飾「變」或「變化」的情況。而偏誤成因多與日語對應詞語義範疇不對等、語法結構不一致，或漢語詞彙本身的相似性所導致的語言遷移有關。最後，本研究根據偏誤分析結果設定「變」近義詞的教學目標，針對日籍華語學習者設計以例句觀察與歸納為中心的教學活動，期望能得到更好的教學成效並降低學習者偏誤的產生。

Near-synonyms in Mandarin are not only challenging for learners but also present difficulties for instruction. Previous studies have shown that the group of near-synonyms expressing transformation—“bian,” “gaibian,” “bianhua,” “biancheng,” and “biande”—often causes confusion among learners. This study aims to investigate how Japanese CSL learners use and misuse these near-synonyms of “bian,” and to provide corresponding suggestions. Based on the Chinese Wordnet (CWN), the word “bian” is categorized into three core senses. Native speaker corpora are used to clarify the semantic, syntactic, and collocational features of the target words. Learner data is drawn from three learner corpora—the TOCFL Learner Corpus, the COCT 2019 Interlanguage Corpus, and the Learners' Error Corpora of Chinese Searching Platform— including post-lesson and test essays written by Japanese CSL learners, to analyze error types and distributions. A contrastive analysis between Chinese and Japanese is also conducted to explore potential causes of the errors. The research findings clarify the distinct senses of “bian” and highlight its differences from other near-synonyms in terms of transitivity, syntactic constructions, and complement structures. Furthermore, the study identifiesthe most common error types among Japanese learners as misformation, omission, and collocational errors involving co-occurring elements. Frequent misformation errors include the confusion between “bian” and “biande,” between “biancheng,” and “biande,” and between “bian/ bianhua” and “gaibian.” Omission errors are often seen when learners intend to express transformation but leave out necessary elements such as “bian” or “biande.” Additionally, inappropriate use of intensifiers like “yuelaiyue” with “bian” or “bianhua” is also observed. These errors are largely attributed to cross-linguistic influences, such as mismatches in semantic scope, syntactic differences between Chinese and Japanese, and internal similarities among the Chinese words themselves. Based on the error analysis, the study proposes instructional objectives and suggests teaching activities centered on inductive observation of example sentences to enhance Japanese learners’ comprehension and reduce misusage.