本文利用语料库语言学的方法，从“北京语言大学HSK动态作文语料库（2.0版）”整理出14万余字的心理动词混淆语料库，经过人工筛选，从中确定34个易混淆心理动词、37对易混淆心理动词词对和462条易混淆心理动词的混淆语料，较为清晰地呈现易混淆心理动词的基本面貌。从多个角度对易混淆心理动词进行分类和描写，并进一步进行混淆原因分析与混淆词辨析，建立起易混淆心理动词的基本研究框架，以期为易混淆心理动词的理论研究与教学实践提供一定的参考价值。

论文的主体包括四个部分：

第一部分为绪论，主要介绍选题缘起、研究综述、研究内容、研究方法和研究基础。

第二部分探讨易混淆心理动词的确定标准和混淆特征。本研究以绝对混淆频次为标准，以误用词和当用词的常用等级差为参照，确定易混淆心理动词的混淆词对。在此基础上，从误用词和当用词的对应关系、混淆方向、混淆类型、语义关联等角度切入，进行划类、描写、分析。为后文进行针对性辨析打下基础。

第三部分探讨心理动词混淆现象的原因及应对策略。本研究主要围绕语言知识、教学活动的构成要素、学习者三方面的影响因素来分析心理动词的混淆原因。针对语料中所反映的现实问题，本研究提出凸显典型语境、同译释义设限、同义释义设限、单独输入、有序输入的应对策略。

第四部分探讨易混淆心理动词的辨析。本研究认为易混淆心理动词的辨析应遵循针对性、灵活性、层次性的原则。进行多角度辨析，既从语义结构多维性、语义配价等角度进行微观层面的精细辨析，又汲取近义词辨析、语素法之长处。

本研究试图在易混淆词理论的框架下，对易混淆心理动词的混淆情况进行全面、系统的描写并进行有针对性的辨析，一定程度上为对外汉语教材的编写、二语学习词典等工具书的编纂提供参考和启发，帮助二语学习者正确使用心理动词，从而避免或减少混淆的发生，也为其他词类的混淆现象研究提供借鉴和参考。本研究借助莫斯科语义学派的相关理论，对混淆词间的语义关系进行分类、分析，对于丰富词际关系的本体研究，具有一定的积极意义；也在一定程度上为二语教学的易混淆词研究提供新的理论支撑、新的研究视角和新的操作方法。

This dissertation is based on the corpus linguistic method. A corpora of over 140,000 words of psychological verb confusion has been compiled from the "Beijing Language and Culture University HSK Dynamic Composition Corpus (version 2.0)". After manual screening, 34 confusable psychological verbs, 37 pairs of confusable psychological verbs, and 462 confusable corpora are identified, which clearly present the basic features of confusable psychological verbs. Classifying and describing confusable psychological verbs from multiple angles, the further analysis of the causes of confusion and identifying confusable words, these studies can help establish a basic research framework for confusing psychological verbs, which has certain reference value to the theoretical research and teaching practice of confusable psychological verbs.

This dissertation is divided into four Parts:

1. The first part is the introduction, which mainly introduces the origin of topic selection, research review, research content, research method and research basis.

2. Discussing the determination criteria and confusion characteristics of confusable psychological verbs. In this dissertation, the frequency of absolute confusion is used as a criterion, and the common degree difference between misused words and pragmatic words is used as a reference to determine the pairs of confusable psychological verbs. On this basis, we proceed from the perspective of the correspondence between misused and pragmatic words, the direction of confusion, the type of confusion, and the semantic association. And then we carry out classification, description, and analysis, which will lay the foundation for the later targeted analysis.

3. Discussing the causes of psychological verb confusion and coping strategies. This dissertation mainly analyzes the causes of the confusion of psychological verbs around hree aspects: language knowledge, the constituent elements of teaching activities, and learners. Aiming at the realistic problems reflected in the corpora, this dissertation proposes coping strategies that highlight typical contexts, set restrictions when translating with synonyms, set restrictions when translating with translation equivalents, separate input, and orderly input.

4. Discussing the discrimination of confusable psychological verbs. This dissertation maintains that the discrimination and analysis of confusable psychological verbs should follow the principles of pertinence, flexibility and hierarchy. This dissertation carry out multi-angle discrimination, not only from the perspective of multi-dimensional semantic structure, semantic valence to conduct fine-grained discrimination, but also drawing on the advantages of synonyms discrimination and morphemes teaching.

This dissertation attempts to comprehensively and systematically describe and analyze the confusable psychological verbs within the framework of the confusable word theory, which can help the preparation of textbooks for teaching Chinese as a foreign language, second language learning dictionaries, and other tools. It can help second language learners use psychological verbs correctly, and avoid or reduce the occurrence of confusion as well. To some extent, it provides references for the study of confusion in other parts of speech. This dissertation uses the relevant theories of the Moscow Semantics School to classify and analyze the semantic relations between confusable words. It has a certain positive significance for the ontology research of enriching inter-word relations; it also provides new theoretical support, new research perspectives and new operating methods for confusable words research of second language teaching.