以語料庫為本探究中文身體詞「臉」與「面」

A Corpus-Based Study on the Semantic Analysis and Teaching Recommendations for the Chinese Body-Related Terms ''臉'' (liǎn) and ''面'' (miàn)

本研究採用中央研究院漢語平衡語料庫語料，針對華語常用身體詞「臉」與「面」進行語義分析與比較，並結合研究結果提出教學建議，以期對教學時區辨二詞的差異有所裨益。根據研究結果顯示：（1）「臉」視覺表徵強，與個人自我聯繫較深，常與「有生命」（Animate）對象共現；「面」較具概括與客觀義，共現對象更廣泛。（2）語意擴展方面，「臉」的抽象化表現較為突出，延伸出表形象、情感、性格、健康和個體五種含義；「面」則是具象化表現較為突出，涵義包含部分、表層、形狀和位置四種。（3）詞彙化過程中，透過隱喻和轉喻，「臉」逐漸形成道德判斷意涵；（4）構詞方面，「臉」在詞組中主要作名詞性成分，也可以熟語形式出現；「面」的詞彙組合則可分為動詞性成分、名詞性成分兩類，以及成分固定的熟語。（5）句法功能上，「臉」與「面」接常作賓語，但「臉」五官義使用較廣泛，「面」的部分義使用較廣泛，顯示「臉」較「面」在反映心理活動上有更緊密的直接關聯。本研究依「排序性」與「累進性」原則，規劃六階段教學，涵蓋語法約束、語義擴展、詞語搭配及語用考量，期望提升華語教學實效。

This study analyzes the Mandarin body words“臉”(liǎn) and“面”(miàn) based on the Academia Sinica Balanced Corpus of Modern Chinese data, in order to compare their semantics and propose teaching strategies. The findings reveal that (1)“臉”(liǎn) is characterized by strong visual representation and a closer association with personal identity, frequently co-occurring with animate subjects, while“面”(miàn) is more generalized and objective, co-occurring with a wider range of subjects. (2) In terms of semantic generalization,“臉”(liǎn) demonstrates prominent abstraction, extending to meanings related to social image, emotion, character, health, and individuality, whereas“面”(miàn) displays more concrete generalization, encompassing part, surface, shape, and location. (3) During the lexicalization process, through metaphor and metonymy,“臉”(liǎn) gradually develops connotations of moral judgment, while面”(miàn) relies more on semantic extensions within the spatial domain, symbolizing social relative status. (4) Lexically,“臉”(liǎn) primarily functions as a nominal component and also appears in frozen forms. In contrast,“面”(miàn)forms both verbal and nominal components as well as fixed frozen forms.(5) Syntactically, both terms frequently function as objects; however,“臉”(liǎn) is more extensively used to express facial features and psychological activities, whereas“面”(miàn) is predominantly used to denote parts. Based on the principles of sequencing and progression, this study proposes a six-stage instructional framework to enhance the effectiveness of Chinese language teaching.