視覺輸入強化對華語習得之影響─以結構助詞「的」、「得」為例

本研究探討輸入強化是否能夠促進華語結構助詞「的」和「得」的學習效果。五十九位(19位男性，40位女性，年齡從17歲至47歲)華語學習者參與本研究。實驗過程包含前測、十次輸入強化處理、後測以及延宕後測。研究對象被分成三組─輸入強化組(21人)、未強化組(21人)以及對照組(17人)。實驗時間為期十天，每一天研究對象閱讀一個篇章，而每一篇章出現十次目標語法。輸入強化組和未強化組的實驗處理方式一樣，但是未強化組所拿到的文章並沒有被強化，而輸入強化組的文章中，目標語法是以放大、粗體、底線和圈起來的方式被強化的。對照組沒有接受實驗，只參與測驗。本研究有兩個測驗─測驗A和測驗B。本研究採用二因子變異數分析(混合設計)之統計方法探究實驗的成效。結果發現，輸入強化組與未強化組都有進步，但是輸入強化組進步較多。以兩個結構助詞來看，輸入強化對「得」的學習比「的」影響大，由此可推，輸入強化是否對語言學習者的語法學習有幫助，可能因所學習之目標語法而有所不同。

關鍵字

輸入強化；華語結構助詞

並列摘要

The current study employed a pretest-posttest-delayed posttest design to investigate the effect of visual input enhancement on the learning of two Chinese homophonous structural particles 的 and 得. The study involved 59 participants (19 male, 40 female; aged between 17 and 47) who were learning Chinese as a second language. The students were divided into three groups—an enhanced input group (N= 21), an unenhanced input group (N = 21), and a comparison group (N = 17). Ten target-feature-embedded written texts were created and used for 10 treatment sessions spread through 10 days. The enhanced and unenhanced input groups received the same texts, with one exception. The target features of the texts given to the enhanced input group were supplemented via the combined use of enlarging, boldfacing, circling and underlining. The comparison group did not receive treatment. Two tests were used as the pretest, posttest, and delayed posttest to assess the learners’ knowledge of the target features. A mixed-design repeated-measure ANOVA was performed to explore the effects of the treatment. Results showed that both enhanced and unenhanced input facilitated learning of the target features. However, the enhanced group outperformed the unenhanced group. In terms of the effects of input treatment on the learning of the two homophonous Chinese structural particles, enhanced input facilitated learning of 得, but not 的. Unenhanced input did not have a differential impact on the learning of the two target features.