現代漢語「做」字詞歧義與消解歧義研究

Abstract

本研究旨在以漢語高頻動詞「做」字詞為例研究歧義與消解歧義，並以實驗探討華語學習者判斷含有歧義的句子意義時受何因素影響，以及線索詞可如何幫助消解歧義。最後，探討線索詞教學如何幫助華語學習者提升猜測意義的能力。 本文分析四組「做」字詞之意義與線索詞，並以此為基礎進行語義實驗與教學實驗，希冀提升華語學習者從線索詞中推測句義的能力。研究方法如下：設計24句的複本問卷，包括4句歧義句和20句單義句。實驗對象包含母語者和華語學習者，母語者的流程為說出目標詞彙的意義、說明句子中「做」字詞之意義、圈選線索、意義關聯度。華語學習者的步驟為前測、教學、後測、圈選線索，並再次確認學過和未學過的語義。 研究結果主要為（i）在歧義句，母語者判斷詞彙意義，選擇相對頻率較高的詞義；而華語學習者未受相對頻率影響，傾向選擇基本義；（ii）在前測單義句部分，語義關聯度愈高，華語學習者掌握得愈佳；（iii）以英語華語學習者為例，詞彙的幾個意義若與學生的母語較接近，則華語學習者通常掌握得較好；（iv）在教學實驗後，前後測的單義句分數整體進步20.3分，學習效果顯著；（v）在後測的線索圈選部分，華語學習者的答對率與其圈選的線索詞為中度相關，表示答題時任意猜測的可能性低，即在經過學習後，能掌握詞彙意義和線索的關係，顯示教學內容對華語學習者的教學有幫助。 本文建議教學時可教導學生詞彙意義判斷策略，亦即閱讀文章時，透過語境中相關的線索詞推測多義詞的詞義，使華語學習者能有效藉由語境中的線索判斷詞彙意義。最後，期能將結果應用於其它動詞的研究及教學上。The purposes of this study are as following: first, to discuss the categories of ambiguity and the disambiguity skills of verb “zuo4”, and secondly, to examine what factors influence foreign students’ reading and what skills they use to disambiguate the ambiguity. Thirdly, to apply the empirical findings to pedagogical teaching in Mandarin and help second language learners to promote their capabilities in disambiguating lexical meanings. Based on the goals, an experiment was conducted to verify our corpus and empirical analysis. The literature review includes the definition, classification of lexical ambiguity and word sense disambiguation theories. Four zuo-related words were applied to proceed experiments of meaning and teaching with an eye to fostering the learners’ ability of conjecturing the meanings of sentences via the cues. The questionnaire consists of 24 sentences with 4 ambiguous sentences and 20 disambiguous sentences. Subjects were native speakers and Mandarin learners. Two different procedures of experiments were executed. For native speakers, they had to make self-reports of the meanings of the target words, to interpret the meaning of zuo4-related words in sentences, to circle cues in sentences, and to check meaning correlation of zuo4-related words. For the Mandarin learners, they had to both circle cues and verify learned as well as unlearned semantics again in sentences after postest. The results are as follows: first, based on the relative frequency, the native speakers tend to choose word meanings with higher frequency whereas second language learners mostly choose the core-meaning of the word. Second, the higher the relation of semantic association, the better the Mandarin learners acqure. Thirdly, if the meanings are similar between native and second languages, such as English and Mandarin, the Mandarin learners grasp the meanings better than the others. Fourthly, there is a significant correlation between teaching effect and learning ambiguous sentences. After learning the meaning and cues of the lexicon, foreign students improve greatly by 20.3 points in their post test result, which has a significant result. The rate of correct answer and cues in post-test is closed to that of native speakers. It also means there is positive correlation between cues learning and judging lexical meaning. In addition, cues learning is also associated with the probability of correct answers. However, there is no direct relation between the amount of the clues given and the probability of correct answers. The main finding of this study reveals that Mandarin learners can conjecture the meanings of sentences via the cues in the contexty effeciently during reading.