日籍華裔學生漢字書寫及漢語詞彙應用偏誤分析及在對日華語教材教法上的建議

本文旨在中日漢字詞對比分析基礎上，以質性研究的個案語料分析來探究台灣某大學於2010年暑期高級華語班10名日籍華裔學生的漢字詞書寫偏誤情形，並提出對日華語文教材教法上一些建議。分析結果發現，受到日語漢字詞負遷移作用，日籍華裔學生主要六種偏誤類型有：（1）同形同義字詞的偏誤；（2）異形同義字詞的偏誤；（3）同形異義字詞的偏誤；（4）非漢語字詞的偏誤；（5）非日語字詞的偏誤和（6）同素逆序詞的偏誤。在教材上，建議在中日漢字詞對比及書寫偏誤分析基礎上，編撰對日華語讀寫教材；日籍華裔學生閱讀能力一般優於非漢字圈學生，可編選泛讀文選提供閱讀。在教法上，建議華語教師在對日漢字詞教學容錯度要低、敏感度要提高；對日籍華裔學生應偏重讀寫教學，對日籍學生則強調華語本體知識與綜合技能的教學。

關鍵字

日籍華裔學生；中日漢字詞對比分析；漢字詞書寫偏誤；對日華語文教材教法

並列摘要

The purpose of this paper is to analyze the Chinese writing errors made by Chinese-Japanese learners in learning Chinese on the basis of contrastive analysis of Chinese-Japanese Characters. The research is made by analyzing Chinese texts, including test papers, homework and short compositions, written by those who studied in the advanced Chinese class in a university, in summer, 2010. Suggestions of teaching the Chinese-Japanese learners are proposed on the basis of Chinese writings errors made by the learners. The result showed that owing to negative transfer of Japanese Kanji, 6 Chinese writing error types are made, as follows: Errors of same characters; 2. Errors of different characters but same meanings; 3. Errors of same characters but different meanings; 4. Errors of non-Chinese characters; 5. Errors of non-Japanese characters, and 6. Errors of inverted co-morpheme phrases. On the basis of the above mentioned, suggestions are proposed that teachers should keep low error resilience and have good sensitivity to correct Chinese writing errors made by the learners. Second, on the basis of the contrastive analysis of Chinese-Japanese characters and the error analysis of Chinese writing, teachers try to compile a Chinese reading and writing materials suitable for the Chinese-Japanese learners to learn. Third, the reading ability of Chinese-Japanese learners is prior to other Chinese L2 learners of non-Chinese character cultural sphere, so teachers could assign the learners more Chinese selections to read.