字詞系聯教學作為華語文詞彙教學的理論基礎和語料庫證據

在華語文教學中，詞語或詞彙作為學習目標是相對普遍的觀點。但是，華語裡的字也帶有意義，彼此獨立的「字」串聯起來可以用來組成近乎無限的詞。本研究主要討論基於「字本位」理論的字詞系聯教學法。第一部分回顧心理詞彙（mental lexicon）的發展、快速映射（fast mapping）以及華語字詞辨識（word recognition）三個方面的研究，用來說明華語二語學習者將字當成基本單位來學習詞彙在理論上是可行的。第二部分利用四個語料庫帶有頻率訊息的字表和詞表進行字詞關係和字詞比的計算和比較。從字本位理論和詞本位理論兩個方向著手，本研究結果顯示字本位理論下的字詞關係有較高的字詞比，而基於字詞系聯的教學法可以促進華語二語學習者詞彙量的成長，是華語文教師可以採用的有價值的詞彙教學方法之一。

關鍵字

心理詞彙；快速映射；華語字詞辨識；字詞系聯教學；字表

並列摘要

This study proposes that one approach to Chinese as a second language vocabulary instruction is to connect Chinese words with characters, which I call the connective approach in Chinese character and word teaching (字詞系聯教學). Justifications for this approach are based on the facts that 1) Chinese characters also carry meanings and can serve to form almost an unlimited number of words; and 2) the connective approach originates from word formation (造詞), which is a common way for Chinese native speakers to learn to use language, although there may be different psychological processes for second language learners. After reviewing the psychological literature in such fields as Mental Lexicon, Fast Mapping, and Chinese Word Recognition, I show that the ways in which native and second language speakers acquire Chinese words are in many ways comparable and have similarities. Next, the word-character ratios in different text frequency brackets based on four corpora are compared and computed. The results show that the connective approach or character-based theory can yield higher word-character ratios, which facilitates vocabulary learning. Thus, it is suggested that the connective approach as advocated here can be a valid approach to vocabulary instruction in Chinese as a second language.