中日同形詞教材對初級日籍學習者詞彙學習成效之影響

漢語、日語中有許多詞形相同或相似的「同形詞」，然而其詞彙知識系統對應關係複雜，對日籍華語學習者而言，同形詞能帶來學習助益，亦可能造成偏誤。過往研究指出同形詞為對日華語教學的重點之一，然而針對同形詞編寫的國別化教材付之闕如。是以，本研究旨在依據對比分析、偏誤分析、認知配對、精緻化學習理論，規劃並編寫《實用中日同形詞攻略法》，進而驗證該教材對初級日籍學習者詞彙學習成效之影響；據此目的，依照ADDIE教學設計模式發展兩項研究：研究一聚焦於中日同形詞的教材編寫，以自學式教材為例，提出編寫理念，並由《當代中文課程》一、二冊選詞，由易到難，編寫A2-B1程度的三個單元為範本。研究二以實驗法驗證此教材之成效，採2×3二因子混合實驗設計，受試者間自變項為教材類型（自編同形詞教材、仿《當代中文》教材），受試者內自變項為測驗時間（前測、立即測、兩週延宕後測）；依變項為學習者於詞彙再認、句子產出與拼音書寫測驗之正確率表現；研究對象為56位初級華語程度的日籍學習者，隨機分派至使用不同教材的組別（實驗組與對照組各28位）進行自學與測驗。研究結果顯示：一、使用自編教材組別的詞彙再認與句子產出表現優於對照組，而拼音書寫表現無顯著差異；二、兩組的立即測表現優於延宕後測，並優於前測；三、教材與測驗時間點之間無交互作用。本研究結果支持此自學式同形詞教材有助於提升日籍學習者詞彙再認與句子產出之成效，並於學習者、專家評鑑中得到較高的評價。最後，本研究根據結果提出後續教材修正與發展方向，並為中日同形詞教材編寫提出建議。

關鍵字

中日同形詞；日籍華語學習者；自學式教材；教材編寫設計；詞彙學習

並列摘要

This study aims to compile a learning material of Chinese-Japanese homographs, and to investigate how it affects the vocabulary learning performance of Japanese beginning learners of Chinese. Therefore, two sub-studies were developed according to the ADDIE instructional model. Study1 focused on compiling a self-instructional learning material which based on the theories of comparative analysis, error analysis, paired-associate learning and elaboration strategy, and three units of A2-B1 level are compiled as samples. Study2 used a 2×3 mixed design experiment to investigate the influence of this material. The independent variables were the type of materials (between subject: self-compiled material and imitation of A Course in Contemporary Chinese Textbook) and the test time (within subject: pre-test, immediate test, two-week post-test). The dependent variables were the learner's correct rate in vocabulary recognition, sentence production and pinyin writing tests. Fifty-six Japanese learners who were beginning level of Chinese participated in this study. They were randomly assigned to the experimental groups using different materials. The results show that: Firstly, the performance of vocabulary recognition and sentence production in the experimental group is better than that in the control group, but there is no significant difference in pinyin writing performance. Secondly, the immediate test performance of the two groups is better than the post test, and also better than pre-test. Thirdly, there is no interaction between the materials and the test time. Over all, the results of this study support that the self-instructional homographs material is beneficial to improve the performance of Japanese learners' vocabulary learning, and is highly evaluated by learners and expert.