融入鍵接圖之全字詞教學法對詞彙學習之影響：以越南籍中文為二語學習者為例

漢字同時蘊含形、音、義多重訊息的特性，而漢字的讀寫又包含「再認」及「產出」兩個方面，對於母語為拼音文字的學習者而言，學習漢字向來存在相當大的困難。本研究探討融入鍵接圖（取自《我也繪漢字》教材）的全字詞教學法對中文為二語之學習者的詞彙學習成效。過往陳學志、陳仙舟與張道行（2012）提出「三階段漢字教學模式」，此模式為運用鍵接圖強化形義聯結的學習策略，本研究採用第一階段「創意鍵接圖」搭配「短文部件析字拆解系統」，設計具體的教案與執行步驟，並透過實際進班執行變項的操弄，探討該教案之具體成效。研究設計為2×3二因子準實驗設計，在自變項方面，受試者間變項為教學方案（融入鍵接圖的全字詞教學法、傳統教學法），受試者內變項為測驗時間點（立即測、單日延宕測、單月延宕測）；依變項為學習者在「詞彙識寫」、「詞義識記」以及「詞音識記」的正確率。研究對象為28位在臺修畢《當代中文課程》第一冊的越南籍學生，依據原班級配置，分為實驗組與對照組兩組。實驗材料為《當代中文課程》第二冊第一課「請問師大怎麼走」，共44個生詞。研究結果發現：在詞彙識寫測驗中，教學方案與測驗時間點之交互作用顯著，特別在單月延宕後測中，融入鍵接圖之全字詞教學法顯著優於傳統教學法；該項結果支持，以長期的學習效果而言，融入鍵接圖的全字詞教學法有助於提高中文為二語學習者在詞彙識寫的正確率。本研究結果對華語文教學之啟發：融入鍵接圖的全字詞教學法兼容字、詞本位教學之優點，且有助於提高越南籍華語學習者的漢字識寫能力。最後，根據本研究結果，提出針對未來研究與教學實務的建議。

關鍵字

中文為二語學習者；全字詞教學法；漢字學習；鍵接圖

並列摘要

Learning Chinese characters, which composed of multiple elements: meaning, sound, and form, has been extremely challenging for students from alphabetic writing systems. In order to support learning to read Chinese characters, Chen, Chen, and Chang (2011) proposed a Three-stage Character-Based Instructional Framework. In this study, first, we used an in vivo classroom design to extend previous research on how Characters-to-Words Integration – an innovative teaching approach – can enhance Chinese character learning performance. We assimilated Key-images into teaching method to propose specific steps to organize a course. Second, we tested the hypothesis that learning characters would be enhanced by well-organized courses assimilated with Key-images, compared with traditional courses. A 2 × 3 within-subject repeated measures design was used. The independent variables were teaching method (Key-Image method, and traditional method) and testing point (immediate test, one-day posttest, and one-month delayed test). The dependent variables were participants’ s accuracy rates in recognition and reproduction tests. Twenty-eight Vietnamese-speaking students participated in this study and they were divided into two groups evenly. The results demonstrated that the group taught with Key-images out-performed the traditional one, especially in reproducing characters at the one-month delayed posttest. We proposed that Characters-to-Words Integration enhances performance of Chinese character learning. Finally, based on the results, we made suggestions for improving Chinese character teaching and further studies.