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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 54:1 (2019) ► pp.31–50

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Differentiating and teaching the Chinese near-synonyms kongpa and pa

 | University of Hawaiʻi at Mānoa
 | University of Pennsylvania
Published online: 17 September 2019
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https://doi.org/10.1075/csl.17028.hua
Abstract
Previous research and data from learner corpora show that Chinese language learners have a hard time differentiating kǒngpà (恐怕) and pà (怕). However, there has been little research analyzing the differences between the two words. Therefore, this study aims to distinguish kǒngpà and pà when both words denote worry toward a probable event. Adopting the corpus-based analysis approach, the researchers explain the semantic and pragmatic differences between kǒngpà and pà. Based on the research findings, the researchers propose discovery-oriented activities and drill practice to guide students to use the two words correctly. The researchers further argue that research findings from corpora data should be included in textbooks and integrated into Chinese language instruction.
摘要
前人的研究文獻與學習者語料均顯示辨別 「恐怕」與 「怕」是學習者的一大難點。然而，甚少研究區辨這一組近義詞的差異。因此，本文旨在分析當這兩個詞語皆隱含擔心之意時有何差別。本研究採用以語料庫為本的研究方法，從語意搭配及使用語境的差異釐清兩者的異同。基於研究結果，筆者提出了意識提升活動來帶領學生探索這兩個詞語的差異，並透過操練與溝通式練習引導學生在真實語境中正確使用該組近義詞。本研究更進一步建議將語料研究之成果融入到中文教材編輯與教學中。
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Research method and data collection
  • 4.Results
    • 4.1Semantics
    • 4.2Pragmatic functions
  • 5.Pedagogical implications
    • Exercise 1.Debate competition
    • Exercise 2.Role play
  • 6.Conclusion
  • Acknowledgements
  • Abbreviations
  • References
References (26)
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