對外華語初級分級讀本編寫之探討與實踐-以捷克某大學華語學習者為例

摘要本研究旨在借鑑歐美出版商為英語作為第二語言學習者發表的分級讀者的寫作結構及其在廣泛閱讀中的應用，以便根據漢語的特點，探討編寫適合A2級歐洲漢語學習者的華語分級讀本之原則。相信如果歐洲漢語學習者在課堂外廣泛地進行大量的華語閱讀，將在閱讀理解能力，速度，動機，態度和技能方面都會取得重大進展，因此編寫和出版適合歐洲華語學習者的分級讀本是一項刻不容緩的事。本研究的重點是為歐洲A2程度華語學習者開發華語分級讀本。為了探索初級華語學習者自身的背景知識和對文本主題的熟悉度會影響其閱讀理解，本研究比較了來自非漢字圈國家的35名在捷克共和國大學學習漢語的學生的漢語閱讀表現。在這項研究中，我們使用六個故事來研究為歐洲A2級漢語學習者編寫的中文分級讀者的難度。為驗證所編/改寫之故事難度是適合歐洲華語A2程度學習者，本研究選定捷克某大學中文系二年級生和一年級為受測對象，其語言程度分別為A2基礎級和A1入門級。另擇Mandarin Companion Graded Readers於2013年出版的《祕密花園》中的第、二章為文章的操作變項，該本著作為改寫原屬於歐洲的故事人物與場景，而以中國化故事人物場景代置。因此本研究一共進行了六篇故事閱讀和測驗，而達標條件設定為1.受測者可在無任何輔助下進行獨立閱讀，2.且閱讀速度達100-120字/分，3.並閱讀理解測驗分數達70分以上。閱讀測試從第二學期的第六週開始第十一週結束(2016年4月-5月)，參與的受測者分別進行六篇，一對一獨立閱讀並回答閱讀後測驗直到完成指定故事閱讀。經閱讀、測試結果、問卷與訪談結果分析後，本研究得到下面幾項結論: 1. 對初級程度的華語學習者而言，分級讀本的主題熟悉度、背景知識、和興趣對受測者的閱讀理解度和閱讀速度有顯著的影響。 2. 對初級程度的華語學習者而言，閱讀熟悉的主題與有興趣的文章對提升語言學習的動機有顯著影響。 3. 當文本難度控制合宜時，學生閱讀文本的興趣和信心，確實可提高，同時也可以增強學生利用閱讀來進修的意願。 4. 當生詞注釋以圖解結合例句方式呈現，同時使用全中文的文本設計替代傳統中英對照方式，發現如此做法，不但可行，且被閱讀者接受。 5. 研究發現，將《祕密花園》的第一、二章原屬於歐洲的故事人物與場景改為中國化設定的處理，造成捷克的讀者(即本研究受測者)混淆，致使理解困難。期許本研究成果可為華語分級讀本的發展提供一些有意義的建議，並為有志於從事分級讀本之編寫者提供一些有用之原則和參考意見。

關鍵字

歐洲華語學習者；初級華語； A2程度；華語分級讀本；主題熟悉度；背景知識；閱讀理解；閱讀速度；中文生詞解釋；全中文讀本

並列摘要

This study intends to learn from the writing structure of the graded readers published by European and American publishers for English as a second language learner and its application in the extensive reading for exploring the principles of compiling the appropriate Chinese graded readers based on the characteristics of Chinese language for A2 level European Chinese-language learners. We believe that if European Chinese-language learners do large quantities of Chinese reading extensively outside the classroom, they will get a significant progress in reading comprehension and reading speed, at the same time in increasing their motivation、attitude and proficiency, so it is an urgent task to compile and publish the graded readers suitable for European Chinese language learners. This study is focusing on developing the Chinese graded readers based on the learners’ background knowledge and the topic familiarity for the beginners correspond to a CEFR proficiency level of A2 in Europe. In order to verify the level of simplified and original stories is suitable for European Chinese-language A2 learners, 35 students learning Chinese at an university in Czech Republic are divided into two groups based on the year of studying course. The participants were the year 2 and year 1 students majored in the Chinese-language and culture study. Based on the progress of textbooks used, the year 2 students are at the level of A2 Waystage and year 1 students are at the level of A1 Breakthrough. In this study, every participant was asked to respond to six stories (five stories adopted / written by author and one adaptation version of The Secret Garden). Refer to the manipulation of variables; the author selected the chapter one and two of "The Secret Garden" as the independent variable, which is published by Mandarin Companion Graded Readers in 2013. The European names, roles and settings in this article were adapted and replaced with Chinese names, roles and settings. In order to assess reading comprehension performances, all participants were asked to attend the comprehension tests after reading. The criteria of assessment are (1) all participants were required to read them independently without assistance of dictionary or other tools, (2) the required reading speed is 100-120 characters per minute, (3) the required scores of comprehension assessment is 70 points or more. The stories reading and comprehension assessments started at the sixth weeks and ended at the 11th weeks of the second semester (from April to May 2016). After reading each story, the participants were asked to answer questions based on the text. By the analysis of the reading comprehension assessment, questionnaires and interviews, the study has the following findings: 1. For Chinese-language learners at the beginning level, the topic familiarity, background knowledge, and interesting of the graded readers facilitates reading comprehension and speed significantly. 2. For Chinese language learners at the beginning level, reading familiar topics and interesting stories both have a significant impact on increasing the learning motivation. 3. While the difficulty of text is controlled appropriately, it definitely increases the participants’ interest and confidence on reading, and it facilitates the subjects to improve their language proficiency by reading as well. 4. The way to use the Chinese annotation with graphics and sample sentences of the new Chinese words and full Chinese text design are acceptable and feasible to the participants. 5. The study found that the first and second chapters of "Secret Garden" were adapted the by Chineseization setting has caused confusion among Czech readers (ie, the subjects of this study), which makes understanding more difficult and worse. From these findings, some suggestions as reference to whom are interested in developing, editing and compiling the Chinese-language graded readers for CFL learners in the future.

並列關鍵字

European Chinese-language learners ； elementary Mandarin ； A2 level ； Chinese graded readers ； topic familiarity ； background knowledge ； reading comprehension ； reading speed ； Chinese annotation ； full Chinese readers