偏正式双音形容词由“偏”、“正”两个语素构成，这类形容词不能重叠，可以受副词“最”、“不”、“很”、“十分”修饰，一般在句子中作定语、谓语、状语，偶尔也充当补语。偏正结构的偏语素将一个或一些具体所指从正语素的性质特点中提取出来，从而消除了正语素的广义性，使词义的表述更精确，也更具区别度。不过，偏语素和正语素之间虽是修饰与被修饰、限定与被限定的关系，但一部分偏正式双音形容词词义中蕴藏的民族文化心理和意义引申规律由于年代久远，使得语素结合理据变得模糊，容易造成二语学习者的词义理解障碍。本文参照《现代汉语词典》（第6版）的词性标注，参照《现代汉语规范用法大词典》标注的词语内部结构方式，选取了《汉语水平词汇与汉字等级大纲》（2001年修订本）中所有的偏正式双音形容词作为研究对象，其中涉及86个义项，97个汉字，129个语素。本文运用词汇语义学的理论方法展开研究，研究内容主要可以分为三部分：对偏正式双音形容词词义与语素义关系的分析；对偏正式双音形容词语素结合理据的分析；依据所得分析结果与统计数据，本文对汉语作为第二语言的词汇教学与研究提出了意义分类教学的建议。参照符淮青对合成词词义与语素义关系的研究，本文根据偏正式双音形容词的具体情况进一步拓展分析，建立了自己的研究框架。为了挖掘偏正式双音形容词的词义与语素义关系以及语素义的特点，本文根据词义与语素义关系进行了三次分类。第一次分类将86个义项分成了语素义直接表义和语素义间接表义两类。第二次分类将语素义直接表义的偏正式双音形容词分成了两类：词义是语素合义；词义由一个语素义承担。第三次分类将语素义间接表义的偏正式双音形容词分成了三类，分别是词义包含色彩义和补充义、词义是语素合义的比喻义、词义是语素合义的引申义。对词义与语素义关系的研究还涉及两个相关问题，一是区分同一汉字字形的不同语素，一是语素的多义性问题。本文将声调和语素性质是否相同以及语义之间是否有联系作为标准判断，探讨同一字形下的几个语素是同一个语素、同一个语素的不同义项还是完全不同的语素。本文还重点分析了语素结合的理据。由于本文研究的语素结合理据指的是两个组词语素结合的原因和线索，因此，判定一个偏正式双音形容词的语素结合理据是清晰的、可寻的还是不可寻的，主要看两个语素义是否都是清楚明确的，语素义是直接生成词义还是间接生成词义，以及语素义和词义是否发生了虚化。经过分析、统计，语素结合理据清晰、理据可寻的偏正式双音形容词占义项总数的91.86%，这为本文主张的意义分类教学思想提供了充分的理论支持。在继承和吸收以往词汇教学理念的基础上，本文提出了意义分类教学的主张。词汇是意义的主要载体，交际的关键是语义，因此，在教材注释、教材编写、教师的教学设计和课堂教学中，词义、组词语素义的分析应当受到重视。

Modifying disyllabic adjectives are comprised by two morphemes and the relations between two morphemes are modifying and modified, confining and confined. This kind of adjective cannot overlap, but can be modified by adverb like “zui”, “bu”, “hen” and “shifen”. In general, these adjectives act as attribute, predicate, adverbial; occasionally, they may also act as complement. The modifying disyllabic adjectives can make meanings more accurate and distinctive by modifying morphemes extract characters from core morphemes.This research is limited in Chinese Language Vocabulary and Outline Hierarchy，referred to the lexical catogaries in Modern Chinese Dictionary (the sixth edition) and strctures in Modern Chinese Dictionary of Standard Usage. This dissertation analysizes all the modifying disyllabic adjectives in Chinese Language Vocabulary and Outline Hierarchy, including 86 meanings, 97 Chinese characters and 129 morphemes.This research mainly adopts the analysis method of lexical semantics, which aims at finding out meanings of words and morphemes as well as the motivation of modifying disyllabic adjectives. In this way, some suggestions can be made for Chinese lexical teaching and research.The dissertation is made up of five chapters. Chapter one is an introduction, which mainly outlines the results of previous studies and proposes the subject for research. Chapter two has formed a basic framework by firstly separating 86 meanings into two groups, that is morphemes’ meanings indicate words’ meanings directly and indirectly in the standard of the relationship between the meanings of words and morphemes. Next, the morphemes’ meanings indicating words meaning directly group has been divided into two parts: words meanings are made up by morphemes meanings; words meanings are equal to one morphemes meanings. Then the morphemes meaning indicating words meanings indirectly group has been divided into three parts: words meanings include additional meanings; words meanings are the figurative meanings of morphemes; words meanings are the extended meanings of morphemes. In this way, we can reveal the inner relation and characters of morphemes deeply.Chapter three has firstly distinguished different morphemes with same character appearance, dealt with polysemy in morphemes and analysized motivations. The standards for dividing some morphemes sharing same character appearance are tones, lexical catogaries of morphemes and relation among these morphemes. Consequently, these morphemes have been divided as same morpheme, different meanings of same morphemes and distinctive morphemes. Apart from meanings of morphemes, in this research, the motivations of morphemes mainly refer to how morphemes’ meanings compose words’ meanings, so the methods to judge the clearity of motivations include whether morphemes’ meaning are definite, whether morphemes’ meanings form words’ meaning directly as well as whether morphemes’ meanings and words’ meanings have grammaticalized. According to the statistics, the modifying disyllabic adjectives which morphemes’ meanings forming words’ meaning directly and the motivation can also be analysized account for 91.86% in this research. It demonstrates that teaching words according to the meanings of morphemes has supportive basis.Chapter four has inherited and absorbed previous vocabulary teaching ideals so as to put forward another advocate, that is meaning classification teaching methods. It has also pointed out that vocabulary is the prominent carrier of meanings as the key for communication is meaning. In short, the analysis of words’ meanings should be attached great importance in the aspects of notes in the textbooks, textbook compilation, teachers’ instructional designs and classroom teaching.