CAJ | 학술논문

“动物＋不吃了”结构的存在歧义问题。问卷调查结果显示：在汉语里只有常食用肉类且整体都能被煮的小动物在“动物＋不吃了”结构中充任主语时才会出现歧义。反而对于使用法语、西班牙语、鸟尔都语等语种的学生来说，该结构中的主语不管是小动物还是大动物，他们都理解为有歧义。不同语言词汇的差异是造成第二语言习得时产生歧义理解的重要原因之一。因而，在对外汉语教学中，教师除了要注意目的语的固有歧义外，还应了解汉语和留学生母语之间词汇的差异，采取有针对性的教学方案进行讲解和练习。
“동물＋불흘료”결구적존재기의문제。문권조사결과현시：재한어리지유상식용육류차정체도능피자적소동물재“동물＋불흘료”결구중충임주어시재회출현기의。반이대우사용법어、서반아어、조이도어등어충적학생래설，해결구중적주어불관시소동물환시대동물，타문도리해위유기의。불동어언사회적차이시조성제이어언습득시산생기의리해적중요원인지일。인이，재대외한어교학중，교사제료요주의목적어적고유기의외，환응료해한어화류학생모어지간사회적차이，채취유침대성적교학방안진행강해화연습。
The structure ＂animal-kdo not eat＂ has ambiguity. The results from the questionnaire survey show that in Chinese language, this structure is generally ambiguous when the animal used as a subject is a small animal which can be cooked as a whole and its meat is commonly eaten by human beings. However, for native speakers of French, Spanish, Urdu and many other languages whether the animal used as the subject is big or small this structure is always ambiguous. The difference in vocabulary used in different languages is one of the main causes of ambiguity in second language learning. Therefore, in order to adopt appropriate teaching methods, teachers should be aware of the differences between vocab- ulary in students＇ native language and target language.