在二語習得與二語教學領域中，詞彙偏誤普遍被視為常見且持續存在的現象。然而，相較於語法習得研究，詞彙偏誤分析發展較晚，且整體發展仍相對不足。儘管基於語料庫的詞彙偏誤研究在一般二語習得與華語研究中已取得顯著進展，現有分類體系仍普遍存在概念重疊與缺乏預測性的問題。本文基於既有研究，提出一套針對法語母語華語學習者的詞彙偏誤標註模型。該模型旨在結合語言學描寫的準確性與習得層面的解釋力。鑒於詞彙知識不僅涉及詞法、語法與語義，亦包含搭配關係及語境中的適切性，本文因此建構出一套層級化的標註框架，涵蓋偏誤識別與修正，並對誤用詞與目標詞進行語法層面（語素、詞與短語）、形式層面（語音與字形）、語義層面（指稱義、內涵義、搭配及母語相關因素）以及教學輸入等多維度的描述。本模型以本研究團隊正在建構之法語母語華語學習者語料庫中的真實學習者語料為例加以說明。該標註系統經適當調整後亦可應用於其他母語背景的學習者語料庫，有助於提升不同詞彙偏誤研究之間的可比性，並強化其在華語教學中的應用價值。

Lexical errors are widely recognized as recurrent and persistent in both Second Language Acquisition (SLA) research and L2 teaching. Yet compared to studies on grammatical acquisition, lexical error anal-ysis has developed relatively late and remains less elaborated. Alt-hough corpus-based approaches to lexical errors have advanced con-siderably in both general SLA and L2 Chinese research, existing tax-onomies often suffer from overlap and a lack of predictive power. Building on previous studies, this paper proposes a lexical error anno-tation model for L2 Chinese produced by French-speaking learners. The model aims to combine linguistic descriptive adequacy with ac-quisitional explanatory potential. Assuming that lexical knowledge in-volves not only morphological, grammatical, and semantic aspects but also associations and contextual appropriateness, the system provides a multi-layered annotation framework. It encompasses error identifica-tion and correction, description of grammatical (including morpheme-, word-, and phrase-level properties), formal (phonological and graphic), and semantic dimensions (denotation, connotation, collocation, and L1-related factors), as well as information about input status for both erroneous and target lexical items. The proposed model is illustrated with authentic data from an ongoing learner corpus of L2 Chinese by French-speaking learners. With appropriate adjustments, it can also be applied to learner corpora of other L1 backgrounds, enhancing the comparability of lexical-error research and its relevance for L2 peda-gogy.

二語習得; 法語母語學習者; 詞彙偏誤標註; 偏誤分析; 華語二語

Error analysis; French-speaking learners; Lexical error annotation; L2 Chinese; Second Language Acquisition (SLA)