基於「再」與「又」重複義的學習圖示設計初探

Abstract

本研究旨在探討華語學習者於使用副詞「再」與「又」表達重複義時，所產生的偏誤現象，並設計以「已然」與「未然」為核心概念之學習圖示，以視覺化方式協助學習者理解並辨析兩者間的語義差異。研究首先透過TOCFL學習者語料庫進行偏誤分析，發現學習者常將「再」誤用於已然語境，或將「又」誤用於未然語境，顯示兩者重複義所涉及的時間概念對學習者而言具有高度抽象性，是為學習的難點。針對此難點，本研究以認知語言學相關理論為基礎設計出強調時間概念與事件重複特性的圖示，將「再」定位於尚未發生的重複事件之前，「又」則標示於已發生事件之後，藉此圖像化語義差異。為檢視圖示之成效，本研究設計語義理解的前後測，並透過問卷調查，評估圖示介入對學習者理解與辨識「再」與「又」語義差異的影響。結果顯示，多數學習者於後測表現提升，能更準確地判斷語境中應使用的詞語。圖示問卷回饋亦顯示，學習者普遍認為圖示能協助其理解與辨析語義。本研究結果指出，圖示策略在協助學習者理解「再」與「又」的語義差異方面具有實質幫助。未來如能持續優化圖示設計，並與實際課堂教學結合，應有助於降低抽象語義概念所造成的學習困難，進一步提升學習者的語言理解能力。This study investigates the semantic errors that arise when Chinese language learners use the adverbs zài (再) and yòu (又) to express repetitive meaning, and proposes the design of instructional diagrams grounded in the abstract temporal concepts of realis and irrealis. The aim is to provide a visual support tool to assist learners in understanding and distinguishing the semantic differences between the two adverbs. An error analysis based on the TOCFL Learner Corpus revealed that learners frequently misuse zài in realis contexts and yòu in irrealis contexts, indicating that the temporal dimension embedded in repetitive constructions is cognitively abstract and poses a challenge for learners. To address this issue, the study adopts theories from cognitive linguistics to design image-based diagrams that highlight temporal directionality and event repetition. In these diagrams, zài is situated before a repeated event that has not yet occurred, while yòu is placed after a repeated event that has already occurred, thereby making their semantic contrast visually explicit.To evaluate the effectiveness of the diagrams, the study implemented a pre- and post-test design focused on semantic comprehension, accompanied by a learner questionnaire. Results indicate that most learners showed improved performance in the post-test, demonstrating a more accurate understanding of contextually appropriate word choice. Questionnaire responses also revealed that learners generally found the diagrams helpful for clarifying and distinguishing the meanings of zài and yòu.The findings suggest that diagram-based instructional strategies provide tangible benefits in facilitating learners’ understanding of subtle semantic contrasts. Continued refinement of such diagrams, especially when integrated into classroom instruction, may further alleviate difficulties associated with abstract semantic concepts and enhance learners’ overall comprehension and usage of Chinese adverbial structures.