earticle

영어

Inverse morpheme words in Chinese refer to word pairs formed with the same characters in reverse order, typically in an “AB–BA” structure. Despite sharing identical morphemes, these pairs often differ in meaning, usage, and grammatical function, which can lead to confusion for Chinese language learners. This study investigated how advanced Korean learners of Chinese understand and use inverse morpheme words, utilizing a paper-based test. The findings reveal frequent learner errors, including syntactic misuse, incorrect collocations, semantic confusion, and pragmatic misinterpretation. These difficulties are attributed to the inherent complexity of inverse morpheme words, learners’ avoidance strategies, negative transfer from Korean, overgeneralization of Chinese grammar rules, and limitations in current teaching practices. To address these challenges, the study proposes instructional strategies: integrating morpheme- and word-based teaching, implementing multimodal vocabulary instruction, adopting output-driven language learning approaches, and using instructional language more effectively. These methods aim to improve learners’ ability to distinguish inverse morpheme words, enhancing vocabulary acquisition and overall language proficiency.

중국어

同素异序词是指由相同汉字组成、字序颠倒的一对词汇，属于汉语构词法中的一种特殊形式，通常呈现“AB-BA”的结构。这类词语在构词成分上完全一致，但在词义和词性上既存在相似之处，也体现出一定差异。词汇教学本就是汉语教学中的一大难点，而同素异序词因其“字形相同、字序相反”的特点，可能进一步加大对外汉语教学的难度。本研究选取《国际中文教育水平等级标准》中的部分同素异序词，设计相应测试题，对高级阶段的韩国汉语学习者进行习得情况的实证评估。研究结果表明，学习者在掌握同素异序词过程中普遍存在句法成分错误、搭配不当、词义混淆、语用偏差以及任务理解偏差等问题。这些偏误主要源于同素异序词本身的复杂性、学习者的回避策略、母语负迁移、对目标语规则的泛化与过度类推，以及当前同素异序词教学方法的不足。基于韩国学习者的习得特点，本文提出如下教学策略：结合语素教学法与词本位教学法，实施多模态词汇教学，采用产出导向法，并合理使用教学语言。这些策略旨在帮助学习者更清晰地辨析汉语与其母语中同素异序词的异同，并为对外汉语教学中的同素异序词教学提供实践指导和理论参考。