華語教材生詞量與生詞等級之研究─以《當代中文課程》與《新版實用視聽華語》為範圍

本研究旨在分析兩套台灣使用頻率較高之華語教材《當代中文課程》一到六冊與《新版實用視聽華語》一套五冊。因教材作為教學者與學習者間傳遞知識的重要橋梁，其中教材的生詞部分是本論文之研究主軸。第一、從學習者的學習歷程來看，詞彙的學習是長遠的；第二、教材編寫中，詞彙的數量與等級安排會影響教材的難易度；第三、測驗評量中，詞彙是作為語言能力施測的一部分，所以從文獻中能理解詞彙的重要性不容忽視，再加上學習詞彙最重要的途徑即是教材中的生詞，詞彙學習與教材的關係更密不可分。筆者以內容分析研究法作為研究方法分析兩套教材之生詞量、分課生詞量，並運用TOCFL華語詞彙通以及國教院例句編輯輔助系統和詞語分級標準檢索系統，分析生詞等級以及分課生詞等級分布。從分析結果得知《當代中文課程》生詞量多於《新版實用視聽華語》近兩倍。再者，統計《當代中文課程》的分課生詞量變化幅度較大；而《新版實用視聽華語》的分課生詞量皆平均分布在一冊的平均生詞量左右。接著，檢視分析《新版實用視聽華語》的生詞等級分布較均勻，與其編寫等級設定相符合；而《當代中文課程》之生詞等級跨越程度較大，教師在教學過程中須注意學習者之適應情形。最後，從分課生詞等級分布而言，兩套教材的等級皆從初級詞逐漸減少向中高級詞逐漸增加發展。筆者期望藉由分析台灣兩套使用最為廣泛的綜合型成套華語教材《當代中文課程》和《新版實用視聽華語》的生詞量與生詞等級，提供教學者擬定明確的教學目標；教材編寫者得以參考研究結果進行教材設計與編排。甚至作為海外華語學習者來台學習華語之教材選擇與銜接之參考依據。

關鍵字

華語教材；生詞量；生詞等級；生詞分布

並列摘要

This study aims to analyze two series of Chinese textbooks, namely “A Course in Contemporary Chinese” and “Practical Audio-Visual Chinese”, which are frequently used in Taiwan. Because the textbook serves as an important bridge to transfer the knowledge between the teacher and the learner, the vocabulary part is the main research topic of this thesis. From the perspective of the learner's learning process, vocabulary learning is a long-term task. Second, the size and levels of vocabulary will affect the difficulty of the textbook. Third, in the test assessment, vocabulary is a criteria to measure language ability. Therefore, the importance of vocabulary learning cannot be ignored. In addition, one of the most common way to learn vocabulary is through the textbook, and the relation between vocabulary and textbook is even more inseparable. The method of Content analysis is adopted to analyze the size and levels of vocabulary in the two series of textbooks via the tools of TOCFL華語詞彙通 and 國教院例句編輯輔助系統、詞語分級標準檢索系統. Based on the results, it is known that the size of vocabulary in “A Course in Contemporary Chinese” is nearly twice more than that in “Practical Audio-Visual Chinese”. Furthermore, “A Course in Contemporary Chinese” has wider size of vocabulary in each textbook, while the size of vocabulary in each volume is evenly distributed in “Practical Audio-Visual Chinese”. As for the distribution of vocabulary levels, it is relatively consistent in “Practical Audio-Visual Chinese”, which match the level of the textbook’s setting. On the contrary, it is suggested that “A Course in Contemporary Chinese” has wider vocabulary levels within each volume. Teachers must pay attention to learners' adaptation in their learning process. Last, the levels of vocabulary are all gradually distributed from the basic level to the intermediate and advanced levels. The author hopes that according to the findings of the levels of vocabulary in the two most widely used series of Chinese textbooks in Taiwan, teachers can draw up clear teaching goals, and textbook editor can refer research results to the textbook design and layout. The results can serve as a reference basis for overseas Chinese language learners to choose and link up Chinese language teaching materials in Taiwan.