Based on the HSK dynamic composition corpus, this paper takes the monosyllabic - verb and disyllabic-verb with same morpheme as the research object, selects 297 errors and categorizes them into semantic errors, grammatical errors, prosodic errors, and stylistic errors. Combined with relevant theories, the researcher describes these errors and analyzes them under learners' different proficiency levels, which finds out that the learners have more errors in the lower level, especially semantic and prosodic errors. The number of learners' errors at higher levels is reduced, but there exist stylistic errors. Secondly, this paper analyzes the causes of such errors from external factors such as learners, textbooks and learners' dictionaries, and summarizes them as the students' inappropriate learning strategies, the inappropriate interpretation of the texts and the dictionary. Finally, this paper proposes some teaching strategies aiming to provide some reference for guiding vocabulary teaching in the future of teaching Chinese as a foreign language. The strategies include using of corpus of native speakers and morpheme analysis to solve semantic biases, using chunk theories and creating typical contexts to solve grammatical biases, and cultivating awareness of register grammar to solve prosodic and stylistic errors, etc. Key words: the monosyllabic-verb and disyllabic-verb with the same morpheme, error analysis, teaching Chinese as a second language

本文以同素單雙音節動詞為研宄對象，基於HSK動態作文語料庫，篩選出偏誤語料共297條，並將其分為語義偏誤、語法偏誤、韻律偏誤、語體偏誤四類， 再結合相關理論對其進行描寫與解釋；同時考察不同水平學習者的學習情况，發現在較低水平學習者的偏誤數量較多，以語義和韻律偏誤為主；較高水平的學習者偏誤數量滅少，但多出現語體偏誤。 其次，本文從學習者、教材和學習型詞典等外部因素分析造成此類偏誤的原因，并歸納為學生的不當學習策略、教材編排不當及學習詞典釋義不當三點。 最後，本文提出了可供參考的教學策略，旨在為指導今後對外漢語的詞彙教學提供一些借鑒價值。具體包括藉助母語者語料庫、探用語素分析法以解決語義偏誤，借用配伍式語塊、框架式語塊等語塊理論和營造典型語境以解决語法偏誤，藉由培養語體語法意識以解决韻律和語體偏誤等。 關鍵字：同素單雙音節動詞；偏誤分析；對外漢語教學