多義詞「洗」之語義分析、詞彙排序與華語教學應用

Semantic Analysis of Xi: Sequencing and Pedagogical Implications

本研究旨在闡釋漢語多義詞「洗」字及其相關詞彙的關聯，透過認知概念原則，即隱喻（Lakoff & Johnson 1980/2003）、轉喻及概念整合（Turner & Fauconnier 1995），進一步探究基本義和延伸義的關係；其次，根據邢志群（2011）所提出的詞彙教學排序原則，探討多義詞「洗」的詞彙教學排序議題，以供教材編寫參考及華語教學應用。研究結果發現：（i）經由語料庫數據驗證，「洗」的原型核心概念義是一種「從髒到乾淨」狀態的「改變（目標物）」；（ii）運用「洗」的原型意義，本研究歸納出以下四項概念原則，來闡釋詞彙之間概念意義的相關性：「洗禮」、「洗錢」、「洗劫」、「洗心革面」等等；（iii）針對詞彙化二字詞的排序探究，本研究結果提出詞彙教學先後排序為：洗腦>洗禮>洗牌>洗塵；（iv）在教學實務運用上，本文提出隱喻、意象圖式應用於中高級教學建議。

This study aims to explore the semantic relationships between the word xǐ “to wash”, a polysemous verb of high frequency usage in Mandarin Chinese, and its associated lexicalized words/culture-specific phrases. Using the notions of Conceptual Metaphor (Lakoff & Johnson 1980/2003), Metonymy, and Conceptual Blending (Turner & Fauconnier 1995) theories as our basis for analysis, we are able to uncover the network of basic and extended meanings of xǐ as well as its extended words. We have also refined Xing’s (2011) “Teaching Principles of Lexicon” and proposed a new teaching sequence targeting different bisyllabic words of xǐ “to wash” for the referential use in compiling Chinese instructional materials.The results of this study are four folds. First, analysis of our corpus search result shows that the core concept of xǐ is “WASHING IS CHANGING, namely TO WASH IS TO CHANGE FROM THE STATE OF BEING DIRTY TO THE STATE OF BEING CLEAN.” Our corpus data validates the argument of “CHANGE (the object)” being the core and the prototypical conceptual meaning of xǐ “to wash.” We then follow to propose four main conceptual principles from the prototypical meaning of xǐ to explain the relevancy of the conceptual meaning for the following words: xǐlǐ “to baptize”, xǐqián “to launder money”, xǐjié “to loot”, and xǐxīngémiàn “to turn over a new leaf.” Given the derived conceptual principles, we suggest the following teaching sequence for bisyllabic words of xǐ: xǐnǎo “to be brainwashed” > xǐlǐ “to baptize” > xǐpái “to shuffle; to rearrange” > xǐchén “to give a welcoming party.” Lastly, we propose a practical pedagogical guideline using metaphor and image schema in vocabulary teaching and learning.