近義詞辨析無論是對母語者或是對第二語言學習者的教學都非常重要。
本研究使用義素分析法、語料庫研究法和「國教院華語中介語索引典系統2019」進行近義詞的比較研究。探討漢、日「想」、「覺得」、「認為」語義、句式的異同與近義詞教學研究。
使用義素分析法研究，客觀簡要地提取義素義需要多揣摩與練習，須盡量避免過於主觀。另外，「中日同形詞」為漢語、日語中在歷史上有借詞關係，字形相同的詞。學習語彙之初，母語雖有助於目標語詞彙知識的建立；但若一味依賴母語，可能造成偏誤。因此，在教材教法等方面，應考量如何發揮母語正遷移作用，並減少產生負遷移。
第二語言習得理論的發展使得學者們的研究重心逐步從「教」轉向「學」，並越加重視二語習得研究對對外華語教學、教材編寫等相關領域的指導意義。為提高對日籍學習者的教學效率，研究者建議教學上以語素分析及義素分析進行教學，讓學習者明白漢語和日語是完全不同的兩種語言。辭典和教材中除了說明解釋外，應增加大量的例句。為了避免學習者誤解、誤判漢語詞義和用法等問題，在教學上使用結構分析，幫助學習者區分近義詞、同形詞間的差異性，並加強學習者在詞語搭配和例句上的學習。並搭配語境教學法學習，使學習者更自然的使用詞彙。以國別化教育為前提，研發針對以日語為母語的華語學習者的教材和教學方法。
本研究力求全面、系統的探討日語母語者「想」、「覺得」、「認為」習得狀況，為瞭解日本留學生漢語近義詞習得順序提供依據，希望對華語教學以及教材編寫等提供有意義的參考。
The identification and analysis of synonyms is critical to the learning of a language or a second language. This study aims to examine and explore the sematic and structural differences and similarities of “think, feel, and believe” in Chinese and Japanese and their impact on synonym teaching through contrastive study on synonyms based on seme analysis, corpus linguistics and National Academy for Educational Research Corpus of Contemporary Taiwanese Mandarin Interlanguage Thesaurus 2019.
It is imperative to identify seme without subjectivity when conducting seme analysis. Chinese-Japanese Homomorphous are loanwords or borrowings that have been passed down through generations. They often look similar in writing. The building of lexicon may require the assistance of the learner’s mother tongue in the beginning; however, over dependence on the mother tongue when establishing vocabulary in target language can be misleading. Therefore, when teaching CSL or compiling teaching materials, the use of mother tongue should encourage positive transfer instead of negative transfer.
As the learning of second language became more systematic, researchers gradually shift their focus from teaching to learning. The methods and approaches shed light on CSL teaching and text compliment. To improve the learning efficiency of Japanese learners, researchers suggested that teaching should be conducted based on morpheme and seme analysis, allowing learners to understand that Chinese and Japanese are two totally distinctive languages. Dictionaries and teaching materials should consist a vast amount of example in addition to explanations. To avoid misunderstanding or misjudging the paradigmatic and syntagmatic relationship and meaning in the Chinese text, structural analysis should be adopted in teaching to help learners identify the discrepancy between synonym and homomorphous and further deepen the understanding of sematic features and sentence structure. Content and Language Integrated Learning will enable learners to immerse in and produce phrases and words more naturally. Teachers should employ materials and approaches specifically targeting Japanese CSL learners to maximize the impact and effect of language learning.
This study wishes to establish a systematic theory on how Japanese CSL learners acquire synonyms through the learning of “think, feel, and believe “. Hopefully this will provide reference to CSL teaching and material compliment in the future.
