一詞多義（polysemy）為單一語言形式具有之一組具相關性及區別性的義項。不過多義詞義項區別性之判定因缺乏明確理論架構，常出現分析者主觀認定義項的情形。因此，前人研究對於多義感官動詞「看」析出了不同之7個、9個及17個義項。
有鑑於多義詞彙義項之確立為華語詞彙教學之基礎，本文結合Evans(2005）之原則性多義理論與Croft and Cruse（2004）的次義項理論，建立多義詞義項分析之區別性理論架構，並以多義感官動詞「看」為例，抽取中央研究院漢語平衡語料庫及政治大學漢語口語語料庫之例句進行分析，確認「看」具七個區別性之獨立義項及其原型義項，為日後「看」之詞彙教學奠立根基。

Polysemy refers to a grouping of related but distinct senses of a single lexical item. However, the synchronic distinction of senses lacks a coherent theoretical framework; consequently, semanticists could only make their own analyses, including speakers’ intuition. This explains the existence of seven, nine or even up to seventeen different senses of the same Chinese perception verb ‘kan’ in previous studies.
The main goal of this research is to explore the distinction of senses of polysemy via the analysis of the Chinese perception verb ‘kan’, examples of which are drawn from the Academic Sinica Corpus and the National Chengchi University (NCCU) Corpus of Spoken Chinese. Utilizing Principled Polysemy (Evans 2005) as the proposed framework, seven distinct senses of ‘kan’ have been identified, including one sanctioning sense. The proposed seven distinct senses of ‘kan’ in this research could benefit to the applications in pedagogy.