華語多義詞詞彙網建置（一）-教學試驗、詞彙學習與數位教材設計（單一整合型計畫）
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Date
2012-12-31
Authors
蕭惠貞
關芳芳
鄭錦全
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Publisher
行政院國家科學委員會
Abstract
本研究計畫旨在(i)建立一個適合華語教師與學習者的詞彙學習網（即：華語多義詞詞彙概念網）2，及(ii)瞭解華語學習者詞彙擴充的學習狀況。本計畫現階段的研究範圍僅著重在常用的動詞類型：單純詞(與其延伸之複合詞或詞組)，動詞選取主要來源是常用華語教材《中文聽說讀寫》Level I 第一冊和《華語教學基礎詞庫1.0版》。我們先從中央研究院平衡語料庫(Academia Sinica Corpus)、中文詞彙網(Chinese WordNet)與中文詞彙特性描述系統(CWS)中擷取頻率、搭配詞與近義詞資訊，並找出其常共現的搭配詞彙與語境(context)，然後再透過認知語義學的分析，包括框架語義學、隱喻/轉喻、原型理論等等，來探究一詞多義(polysemy)之詞彙間的關聯性、特徵和(句式)語境。除了凸顯詞彙其語義限制，此心智概念圖也將列出其常見複合詞、近義詞、同形異義詞等用法，供學習者自學參考。透過實地施測與評量，我們也希望瞭解學習者自我學習的策略（如：掌握詞彙的使用與意義的聯想）。最後，這些教學材料也將發展成數位化的學習教材。整體而言，本計畫的具體貢獻主要為：(i) 以教學為導向的多義詞詞彙概念網的建置，(ii)在動詞多義詞詞彙網中，語境（句式）的建置，以供教學者與學習者參考及自學，(iii)實際的教學施測、評量，來探討學習者的詞彙學習狀況。
In this study, our aim is not only to construct PolysemyNet, a lexical database of Mandarin for both instructors and learners, but also to understand what learning strategies students use to expand their Chinese vocabulary. PolysemyNet is a preliminary model which includes the most commonly-used verbs and verbal phrases in Mandarin selected from the teaching material, Integrated Chinese I and Basic Wordlist for Teaching Chinese as a Second Language (Version 1.0). To achieve our goals, we have collected data from Academia Sinica Corpus, Chinese WordNet and Chinese Word Sketch (CWS) in order to cross-examine the frequency, collocations and near-synonyms among the above verbs and then classify their collocational lexical patterns and related contexts. Through the lens of Cognitive Semantic including Frame Semantics, Metaphor/Metonymy and Prototype Theory, we analyze the data in order to not only explore semantic relations and syntactic contexts among the verbs but also discover the characteristics of polysemous words, We further utilize the mind-mapping concept to exemplify the relationships among words. In addition, the most common compound words, near-synonyms and homonymy are listed as well to help learners for the purpose of self-study. We also develop and examine student assessment tools, such as reading comprehension and vocabulary test in order to evaluate learners’ self-learning strategies, techniques in lexical expansion and association of meanings. Lastly, the result we achieved through our research will be also developed as online digital learning materials. In short, our proposed contributions to the construction of Mandarin PolysemyNet are as follows: (1) The construction of Mandarin PolysemyNet will be teaching-oriented. (2) The infrastructure of contexts for polysemous verbs will be a helpful reference and self-study guide for Mandarin practitioners and learners. (3) Learning strategies will be proposed based on real test results obtained among learners.
In this study, our aim is not only to construct PolysemyNet, a lexical database of Mandarin for both instructors and learners, but also to understand what learning strategies students use to expand their Chinese vocabulary. PolysemyNet is a preliminary model which includes the most commonly-used verbs and verbal phrases in Mandarin selected from the teaching material, Integrated Chinese I and Basic Wordlist for Teaching Chinese as a Second Language (Version 1.0). To achieve our goals, we have collected data from Academia Sinica Corpus, Chinese WordNet and Chinese Word Sketch (CWS) in order to cross-examine the frequency, collocations and near-synonyms among the above verbs and then classify their collocational lexical patterns and related contexts. Through the lens of Cognitive Semantic including Frame Semantics, Metaphor/Metonymy and Prototype Theory, we analyze the data in order to not only explore semantic relations and syntactic contexts among the verbs but also discover the characteristics of polysemous words, We further utilize the mind-mapping concept to exemplify the relationships among words. In addition, the most common compound words, near-synonyms and homonymy are listed as well to help learners for the purpose of self-study. We also develop and examine student assessment tools, such as reading comprehension and vocabulary test in order to evaluate learners’ self-learning strategies, techniques in lexical expansion and association of meanings. Lastly, the result we achieved through our research will be also developed as online digital learning materials. In short, our proposed contributions to the construction of Mandarin PolysemyNet are as follows: (1) The construction of Mandarin PolysemyNet will be teaching-oriented. (2) The infrastructure of contexts for polysemous verbs will be a helpful reference and self-study guide for Mandarin practitioners and learners. (3) Learning strategies will be proposed based on real test results obtained among learners.