依據1957年韓文學會的《韓國語大辭典》 的分類，在韓國語詞彙中漢字詞占總詞彙的53%，與之相比，非漢字詞彙占47%。由此可見，由於韓國屬於漢字文化圈，所以韓國人在學習華語的時候，與非漢字文化圈的人相比，存在著許多優勢。不過實際上韓國學生在學習華語時經常遇到很多困難，而且有時候並不能精確地使用詞彙。我們發現韓語中部分的漢字詞與相對應的華語詞彙存在著同形同義和同形異義的現象，雖然同形同義詞只是在語法上有些微的差異，但這些差異會成為韓國學習者學習華語的困擾。不僅在學習華語時會產生誤解和誤用，甚而會影響華語交際。由於韓國學習者的漢字基礎常常會誤導他們，所以他們在學習與運用華語時，已有的韓語漢字基礎會對學習產生負遷移。 在第二語言學習中甘瑞瑗(2002) 指出，詞彙習得和詞彙教學是很重要的一環。對韓國學生來說，掌握華韓語之間漢字詞的關連性是能否有效運用華語的關鍵之一。因此，筆者認為，比較和分析「台灣華語8000詞」和與之相應的韓語漢字詞，具有學習上的幫助。 本文旨在以「台灣華語8000詞」 為中心，對照《韓國漢字語辭典》找出兩者之間的同形漢字詞，並把這些同形漢字詞分為同形同義詞、同形部分異義詞與同形完全異義詞三類，具體地分析台灣華語詞和韓語漢字詞的異同。接著以個案研究的方式，探討韓語漢字詞在韓國學生學習華語詞彙時是否帶來正遷移的現象；並以問卷調查的方式來檢驗韓國學生已認識的韓語漢字詞，是否也對華語詞彙學習造成負遷移的影響。 最後，根據個案調查及問卷研究結果，分別對華韓同形同義詞、同形部分異義詞與同形完全異義詞等三類，提出華語詞彙教學建議。 / According to the research of the Chinese Character Society which get published 1957 in the Korean Dictionary, 53% of the Korean vocabulary is based on the Chinese language. This high percentage demonstrates the great impact of the Chinese culture on the Korean language over a long time. Today, Korean learners of the Chinese language may take advantage of this historical and linguistic fact when compared to learners from Western countries. However, in practice, Korean learners still have great difficulties in acquiring the correct usage of a variety of Chinese words in spite of lexical similarities with their mother tongue. Interferences from the Korean language usage on the learners’ target language are an obvious fact. In a first approach, compared with the homographic vocabulary of the Chinese language, Chinese loan words in the Korean language can be classified into three main categories according to their semantic congruency: 1. homosemantic words: homographic words in both languages share principally the same lexical meaning (同形同義詞); 2. semantic congruent words: homographic words in both languages share a congruent basic meaning but lexical meaning differs in certain properties (同形部分異義詞); 3. semantic incongruent words: homographic words in both languages principally do not share a common lexical meaning (同形完全異義詞). The reason may be due to historical meaning changes in both languages. Semantic differences in basically semantic congruent words and semantic incongruency of homographic words both handicap correct vocabulary acquisition of the Chinese language by Korean learners and complicate their correct comprehension and correct usage of the Chinese language. The relevance of correct vocabulary acquisition was already pointed out by the research of Gan Ruiyuan (甘瑞瑗,2002). The present study wants to do a fresh approach in the study of the basic homographic vocabulary of Chinese and Korean languages in its significance for Chinese language teaching to Korean students. To do this, it compares the semantic features of the Chinese basic vocabulary listed in the Taiwanese dictionary 8000 Words in Chinese with their Korean homographics listed in the Dictionary of the Sino-Korean language and classifies the results according to the three categories of semantic congruency mentioned above. Semantic incongruent features are discussed regarding their difficulty both in acquisition and in the correct usage for Korean learners of the Chinese language. In addition, a short learner’s enquiry wants to give further insights into phenomena of language interference which appear in the usage of Chinese homographic vocabulary by Korean students. Finally, the study wants to give some practical suggestions for teaching Chinese homographic vocabulary to Korean students.

過去學者們對於雙語詞彙觸接歷程持有兩種相異的觀點：選擇性觸接假設（selective access hypothesis）認為雙語者在進行詞彙觸接時，只有符合語境的目標語言才會被激發；非選擇性觸接假設（non-selective access hypothesis）則認為雙語者的兩種語言表徵會同時被激發而產生競爭或促進效果。至今已有眾多研究結果支持雙語詞彙觸接歷程為非選擇性，然而，這些研究大多採用促發典範（priming paradigm）忽略語境在雙語詞彙觸接歷程所扮演的角色，且多數實驗中的受試者二語能力皆相當流利，對於二語能力個別差異對詞彙觸接歷程的影響也尚未清楚。此外，以非拼音文字系統為研究對象的相關雙語研究也不多。因此，本研究旨在從非拼音文字的角度探討語境限制及中文能力在雙語詞彙觸接中所扮演的角色，實驗操弄語境限制程度（高限制、低限制）及詞彙類型（同形同義詞、同形異義詞、中文單義詞），以日中雙語者為研究對象，控制句子語境呈現中立或偏向目標詞中文語意，使用眼動實驗來即時記錄受試者在進行詞彙觸接的過程，檢視中文能力對跨語言同形詞效果在高、低限制語境下的影響性。此外，本研究也分別以高低分組與眼動表現兩種方法當作中文能力指標進行分析，並將結果進行比較，以瞭解何種中文能力指標能夠較準確反映出受試者在閱讀中文篇章的能力。 實驗結果顯示，雙語詞彙觸接歷程為非選擇性，中文能力和語境限制能夠對詞彙觸接歷程造成影響，使得跨語言同形詞效果產生消長。首先，在高低分組結果方面，中文能力指標和各效果主要在晚期詞彙處理階段產生交互作用，高程度組在高限制語境下觀察到形同異義效果，低限制語境則沒有看到任何效果；低程度組在高、低限制語境下皆觀察到顯著的形同義同效果。另一方面，以眼動表現作為中文能力指標的分析結果中，則清楚中文能力在早期詞彙觸接階段就已經和語境限制、跨語言同形詞效果產生影響性，顯示眼動表現能夠視為測量中文能力的指標之一。總而言之，不同的分析結果皆反映雙語詞彙觸接歷程為非選擇性，語境與中文能力在語意提取歷程中扮演重要角色，中文能力較好的雙語者在早期詞彙觸接階段就會受到語境限制影響，而中文能力較低者則是在晚期階段受到語境影響。 / For decades, psycholinguists have disputes on the organization of the two language systems of bilinguals’ brain and how they retrieve lexical representations. The selective access hypothesis predicts that two languages are independent in the brain and bilinguals activate only one lexicon at a time while reading or speaking. Alternatively, non-selective access hypothesis predicts that two languages share an integrated conception representation, so representations from both languages are accessed simultaneously during comprehension. So far, many bilingual studies have demonstrated that bilingual lexical access is non-selective. However, these studies usually used priming paradigm such as lexical decision task which words are presented in isolation, ignoring the role of context in the bilingual lexical access processing. According to the monolingual literature, it is clear that lexical ambiguity resolution is influenced by the surrounding sentence context. While most of the previous studies investigated highly proficient bilinguals, the same question about non-selective access could also be asked of less proficient bilinguals. Moreover, most of results are based on alphabetic writing systems such as English-French or Dutch; only few of them examined the non-alphabetic systems. Besides, since bilingual experience is dynamic and poses a challenge for researchers to develop instruments that capture its relevant dimensions. The present study also examined the result of language proficiency from class level and eye movement indexs to confirm which one is more accurate.The present study aimed to examine whether Japanese-Chinese bilingual lexical access is non-selective and whether the context and L2 proficiency modulate the word recognition processing. Experiment manipulated contextual constraint (high or low constraint) and target word types (cognates, interlingual homographs, or Chinese words), using eye movement recordings to investigate the effects of contextual constraint for bilingual lexical access when reading Chinese sentences by Japanese-Chinese bilinguals, L1 and L2 proficiency were measured. The results support the non-selective hypothesis. Both sentence context and L2 proficiency could affect the bilingual lexical access. According to class level analysis, L2 proficiency has significant interaction with other effects in the late processing stage. The eye movement measures that reflects early processing of target words showed significant interlingual homograph interference and cognate facilitation in the higher proficient bilinguals. However, only cognate facilitation was observed for high-constraint sentences in the lower proficient bilinguals and no effect was founded in the low-constraint sentences. On the other hand, the eye movement index analysis showed L2 proficiency has significant interaction with other effects in the early processing stage, demonstrating the L2 reading proficiency can be measured by eye movement index. In summary, both sentence context and L2 proficiency can modulate bilingual lexical access. The early process is non-selective and bilinguals with more L2 proficiency could make use of sentence context in the early process than less L2 proficiency when reading L2 sentences.