基于中介语语料库的现代汉语易混淆动作动词研究

Abstract

动词作为句子的核心成分，在汉语教学中也占据着关键地位。动作动词数量多，偏误现象突出，而相关研究较少。本研究从中介语视角出发，对大规模中介语语料库中的动作动词进行了全面的误用情况统计分析。通过综合考量误例数量和相对混淆率，我们筛选出了59组高频易混淆动作动词，并针对其涉及的1399条混淆语料进行了深入分析。我们发现 ：在等级分布上，高频易混淆词语的等级普遍偏低，主要集中在1- 3级的初级阶段。从误用方向来看，单向混淆占比超过八成。尽管双向混淆词对的数量相对较少，但其混淆误例数和混淆率较高。在词际关系层面，混淆情况相当复杂。在语义关系上，义近类混淆词对约占三分之一，语义相关但距离较远的词对占一半，而语义基本无关的词对约占15%。进一步地，我们从目的语特性、母语影响、教辅材料及教学问题这四个方面，分析了导致词汇混淆的因素。最后，我们围绕教师、教材和教辅方面提出了针对性的改进建议。

The verb, as the core component of a sentence, occupies a crucial position in Chinese language teaching. Action verbs, in particular, are numerous, and errors associated with their use are prominent, while related research is relatively scarce. This study, adopting an interlanguage perspective, conducts a comprehensive statistical analysis of the misuse of action verbs within a large-scale interlanguage corpus. By considering both the number of error instances and the relative confusion rate, we have identified 59 groups of high-frequency easily confused action verbs and conducted an in-depth analysis of the 1,399 confusion instances involving these verbs. Our findings reveal that, in terms of proficiency level distribution, these high-frequency easily confused verbs are generally at lower levels, primarily concentrated in the elementary stages (levels 1-3). Regarding the direction of misuse, unidirectional confusion accounts for more than 80% of the cases. Although the number of bidirectionally confused verbpairs is relatively small, the number of error instances and confusion rates are higher for these pairs. At the inter-lexical level, the confusion patterns are quite complex. In terms of semantic relationships, near-synonym confusion accounts for about one-third of the cases, semantically related but more distant pairs account for half, and pairs with little to no semantic relation make up approximately 15%. Furthermore, we analyzed the factors leading to lexical confusion from four aspects: target language characteristics, native language influence, supplementary teaching materials, and teaching issues. Finally, we proposed targeted improvement suggestions focused on teachers, textbooks and supplementary materials.