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本文通过一项实证研究考察学习方式（定义+例句、定义+词源阐释、语境猜测+反馈）和输入模态（视觉单模态、视+视听组合模态）对中高级汉语二语者惯用语习得的影响。研究结果表明：（1）三种方式对惯用语形式的习得无显著影响；但相较于“定义+例句”学习，“定义+词源阐释”“语境猜测+反馈”更有利于提高学习者对惯用语意义的理解和记忆。此外“语境猜测+反馈”学习在培养学习者对惯用语的使用能力方面具有显著优势。（2）无论在何种学习方式下，先视后视听的多模态组合输入均比视觉单模态输入更有助于惯用语的习得。基于以上结果，建议二语惯用语教学中融入词源阐释和语境猜词学习，并综合运用多模态组合输入提高教学效率。
Abstract：This empirical study examines the impact of different learning approaches, specifically, definition + example sentences(DES), definition + etymological exposition(DEE), and contextual inference + feedback(CIF), and input modalities(visual-only, visual + audiovisual modalities) on the acquisition of idiomatic expressions by intermediate to advanced Chinese L2 learners. The findings reveal that:(1) the three learning methods(DES, DEE, and CGF) have no significant effect on the acquisition of idiomatic forms; however, compared to DES, DEE and CIF are more effective in promoting learners' understanding and memory of the meanings of Chinese idiomatic expressions, and furthermore, CIF demonstrates a significant advantage in fostering learners' ability to use idiomatic expressions; And(2) regardless of the learning approach employed(DES, DEE, or CIF), the combined input of visual-only followed by audiovisual modalities is more conducive to the acquisition of idiomatic expressions than visual-only input. Consequently, in Chinese idiomatic expressions teaching, it is crucial to integrate etymological exposition and contextual inference activities, and to employ a multimodal combined input approach to enhance teaching efficiency.
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(1)两部内向型惯用语词典为《新华惯用语词典》（温端政，2007）、《汉语惯用语词典》（黄斌宏，2009）；外向型词典为《汉语惯用语学习手册》（苏向丽，2007）、《留学生汉语习惯用语词典》（杨金华，2009）。
基本信息:
DOI：10.16131/j.cnki.cn44-1669/g4.2026.01.014
中图分类号:H195
引用信息:
[1]洪炜,李研.汉语二语惯用语习得：学习方式和输入模态的效应[J].华文教学与研究,2026,No.101(01):86-96.DOI:10.16131/j.cnki.cn44-1669/g4.2026.01.014.
基金信息:
教育部人文社会科学研究青年基金“汉语二语理解的具身模拟机制与教学实证研究”（22YJC740019）; 国际中文教育研究课题重点项目“汉语二语普通搭配的加工机制及教学实证研究”（23YH09B）