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.

本文的研究問題有三：一是了解現今華語綜合性教材語素教學的內容與編排方式；二是提出關於本文分析之華語綜合性教材以語素為基礎的詞彙教學建議；三是教師面對不同教材時，應該如何因應與落實以語素為基礎的詞彙教學。 本文首先從海峽兩岸的專家、學者們對於詞彙教學領域的相關研究和詞彙教學的現狀著手，發現詞彙教學理論研究成果與教學應用脫節，因此如何有效利用漢語詞彙語義特徵和結構特徵進行詞彙教學，值得深入研究。本文將焦點集中於語素教學的理論與教學實施原則，分析在臺灣與中國使用率極高的兩套華語綜合性教材---《新版實用視聽華語》和《新實用漢語課本》，以了解目前教材中語素教學內容的現況。 分析結果發現，兩套教材皆呈現語素教學設計，但是《新版實用視聽華語》的語素分析出現瑕疵，且缺乏詞彙結構分析；而《新實用漢語課本》不論是語素分析或詞彙結構分析，都能以學習者已知的詞彙為基礎而設計。本文參考前人的研究和教材的分析，提出對於這兩套教材中以語素為基礎的詞彙教學建議。最後，本文綜合語素教學研究、教材分析和教學應用，提出一套更完整的語素教學實施原則，以利於教師面對不同教材時得以參考依循。 關鍵字：語素、語素教學、詞彙教學、新版實用視聽華語、新實用漢語課本 / There are three research aspects in this paper: (1) To understand the content and structure of two main current Mandarin pedagogical materials in the context of morpheme-based vocabulary teaching. (2) To provide some teaching suggestions for the design of morpheme-based vocabulary teaching of those two materials. (3) To propose vocabulary teaching strategies on employing morpheme-based vocabulary teaching when teachers are facing different textbooks. In vocabulary teaching, this paper makes an overview of research literature by cross strait scholars, and finds that there is a missing link between theory study and teaching application. It’s promising to explore semantic and morphology of Chinese vocabulary to facilitate vocabulary teaching; thus, morpheme-based vocabulary teaching is proposed. We evaluate two most popular textbooks Practical Audio-visual Chinese 2nd edition and New Practical Chinese Reader to get a picture of how morpheme-based vocabulary teaching is presented. Both textbooks do have morpheme-based vocabulary teaching design. Practical Audio-visual Chinese 2nd edition is faulty in morpheme analysis, and short of analysis of morphology of Chinese vocabulary. New Practical Chinese Reader deserves praising by editing the content of morpheme-based vocabulary teaching at the basis of learned vocabulary, and it excels in the analysis of both morpheme and morphology. Referring to previous studies in this area, we propose recommendations for morpheme-based vocabulary teaching with these two materials. To assist teachers in dealing with various textbooks, we provide practical teaching operation principles, through a comprehensive study of morpheme-based vocabulary teaching, textbook analysis, and teaching application research. Wish this study will help Mandarin teachers teach vocabulary more efficiently. Keywords: morpheme, morpheme teaching, vocabulary teaching, Practical Audio-visual Chinese 2nd Edition, New Practical Chinese Reader