- 期刊
- OpenAccess
The Next Steps for Teaching Characters in CFL: Investigating the Effects of Four Character-Teaching Methods on Beginner Learners
中文外语教学中的汉字教学展望：四种汉字教学方法对初学者的影响｜中文外語教學中的漢字教學展望：四種漢字教學方法對初學者的影響
摘要
This study employs a quasi-experiment design to compare the merits of different CFL teaching approaches in an Irish secondary school. Four groups of beginner learners aged 14-16 were studied for one academic year. Each of four groups was assigned a different teaching approach of focused memorisation (FM), delayed character introduction (DCI), character colour-coding (CCC) or the unity curriculum approach (UC) - which places equal focus on reading, writing, speaking, and listening - for the course of the study. Two written evaluations were conducted after 14 and 28 weeks of teaching. The current paper reports the participants' results in their recall and recognition of characters, as well as the use of characters in sentences. Results indicate that the methods of FM and CCC have the potential to aid character composition learning, while the UC approach may assist the students in learning how to use characters in sentences. This paper offers evidence-based opinions on how future CFL curricula for schools might be shaped. This includes the exploration of a new teaching methodology (encompassing the FM, CCC, and UC approaches), increasing the classroom hours to aid the learning of a new writing system, and a specific assessment - testing overall language acquisition as well as character acquisition - to extrinsically motivate learners.
並列摘要
在过去的几年中，中文外语教学（以下简称CFL）在世界范围内大为普及。尽管汉字被认为是中文学习的主要困难之一，但针对各种教学方法对汉字学习所产生影响的研究依然匮乏。本研究采用准实验设计，比较了应用于爱尔兰中学学习者中不同教学方法的优缺点，四组14-16岁的初学者参与了一个学年的实验研究。每组分别应用不同的教学方法，分别为专注记忆（FM），延迟汉字学习（DCI），汉字颜色编码（CCC），以及在学习过程中将关注力均匀分布给听说读写四个技能的统一课程方法（UC）。然后分别在授课14周和28周后进行了书面评估。本文展示了参与者在回忆和识别汉字方面的成效，以及汉字在语句中的运用。结果表明，FM和CCC的方法可能会帮助汉字书写的学习，而UC的方法可能会帮助学生学习如何在句子中使用汉字。在完成一个学年的课程后，以问卷形式收集的参与者反馈也表明，汉字确实是学习中的难点。本文就未来的汉语外语课程设置提供了基于实证研究的建议，包括对新的教学方法（融合了FM,CCC和UC）的探索，增加课堂时间以帮助学习汉字书写系统，并利用专门针对整体语言习得和汉字习得的测试来外在激励学习者。