摘要
近来华语教学相关研究发现学习者普遍对于动词近义词之间的词义区隔掌握度不足。近义词偏误的可能原因众多，其中值得注意的是在语意上互相重叠以致难以区隔。由Fillmore提出的“框架语义学”认为在特定语境中，词汇使用的选择限制（Selec—tivelimitation）需要考量“框架要素”（Frameelements），即词汇组成结构与语境内部的组成要素，包含施事者、受事者、时间、目标等词项之间的互动与搭配。本文以[框架语义学]为理论基础，以初中级华语学习者为研究对象施行近义词测验，借由近义词组的语义框架分析与测验结果互相对照，以此推测近义词之学习难点，供华语教师课堂教学实践或后续教学研究之参考。
Recent studies on teaching Chinese as a second language indicate that learners seem to have difficulties with the usages of verb syn- onyms and semantic overlapping of these verbs might be the key factor tolead to the misuses. Frame Semantics developed by Fillmore proposes a plausible framework for the study because in a given context, the selective limitation of lexicon usages is specified by the lexical composition and the specific context of the frame elements, such as agents, themes, time, goals, and etc. Thus, frame semantics has been used to analyze the se- mantic frame of the verb synonyms and then compare the synonym test resuits of the elementary and intermediate Chinese learners. The result of the study may suggest the difficulties with learning verb synonyms and provide implications for course design and future research in the field
