基于HSK动态作文语料库的留学生动形兼类词偏误分析及教学策略

Error Analysis and Teaching Strategies for Verb-Adjective Polysemous Words by International Students Based on the HSK Dynamic Composition Corpus

摘要: 汉语动形兼类词因兼具动词和形容词的语法功能与语义特征，成为留学生学习的难点，相关二语习得偏误分析较为薄弱。本研究以符合《国际中文教育中文水平等级标准》的134个动形兼类词为研究对象，以HSK动态作文语料库为数据来源，筛选出184条有效偏误语料进行分析。通过对语料的梳理与归纳，识别偏误类型并探究成因。研究结果显示，偏误主要有动词性误用为形容词性(如重叠形式混淆、错放位置)、形容词性误用为动词性(如助词遗漏、动宾结构错误)及“是……的”结构中的助词缺失；成因涉及词汇本体复杂性、学习者母语负迁移与策略选择，以及教学中词性讲解不足。基于此提出教学建议，期望为国际中文教学实践提供一定的参考，帮助留学生提升动形兼类词运用准确性。

Abstract: Chinese verb-adjective polysemous words, which possess both the grammatical functions and semantic features of verbs and adjectives, have become a major difficulty for foreign students in Chinese learning. However, the relevant error analysis in second language acquisition remains insufficient. This study takes 134 verb-adjective polysemous words that conform to the International Chinese Language Education Standards for Chinese Language Proficiency as the research objects, and selects 184 valid error corpus samples from the HSK Dynamic Composition Corpus for analysis. By sorting out and summarizing the corpus, this paper identifies the types of errors and explores their causes. The results show that the errors mainly fall into three categories: misusing the verbal function as the adjectival function (e.g., confusion of overlapping forms, incorrect word placement), misusing the adjectival function as the verbal function (e.g., omission of auxiliary words, errors in verb-object structures), and missing auxiliary words in the “shi…de” construction. The causes are related to the complexity of word ontology, negative transfer of learners’ mother tongue and their strategy selection, as well as insufficient explanation of word classes in teaching. Based on these findings, this paper puts forward corresponding teaching suggestions, aiming to provide reference for international Chinese language teaching practice and help foreign students improve the accuracy of using verb-adjective polysemous words.