本文旨在辨析近義詞｢保持｣、｢維持｣的異同。透過中研院平衡語料庫（Academia Sinica Corpus）及中文詞彙特性速描系統（Chinese Word Sketch, CWS）採取語料庫分析研究法，並參考相關漢語辭典，從句式結構、語義特徵、語義指涉、詞語搭配等方面著手研究，再從語用層面與篇章功能進行探討，另外，透過問卷調查母語者與非母語者的使用情形，進行對比分析。研究結果顯示，二詞同樣作為謂語動詞，後可接賓語，亦能賓語前移後接補語或後不接補語，也可當定語使用，尚有名物化的用法，後接賓語是最常見句式。其語義特徵，表示情狀的持續，二者皆可表現｢進行貌、完成貌｣，｢保持｣的積極性高於｢維持｣。在語義指涉上：語義重點指向｢賓語｣，如｢賓語｣前移，語義重點指向｢補語｣。在詞語搭配上：｢保持｣最常搭配各種人物狀態與抽象心理感受的詞語，｢維持｣最常搭配各種外在狀態詞語。在語用層面與篇章功能上，當言及說話者之心境時用｢保持｣，言及外在狀態負面結果時用｢維持｣，二者之篇章功能均為帶出焦點信息。母語者對二詞辨析呈現差異，整體優於非母語者，非母語者呈現中級詞彙習得之不規律現象。文末，本文結合漢語教學語法原則，提出教學建議。

This study aims at differentiating between the near-synonymous pair Baochi and Weichi. The corpus-based analysis approach and relevant Chinese dictionaries are used to analyze the data which are collected from Academia Sinica Corpus and Chinese Word Sketch. Six aspects are discussed: syntactic patterns, semantic characteristics, semantic roles, collocations, and the functions of pragmatics and discourse. In addition, a questionnaire is used to examine the acquisition by native and non-native speakers. Finally, teaching suggestions are raised with the conjugation of Chinese pedagogical grammar principles to achieve the goal of the study.