以中日同字詞教學為主之中級華語口語教材設計研究

目前華語教材雖然已有一定的規模，並持續成長，但國別化的單一語言技能教材並不多見。日籍學習者普遍來說口語表達能力較弱，日本當地現有的針對提升口語能力設計的教材數量不多，且內容仍不夠完善。中日同字詞是日籍學習者開始學習華語即無法避免接觸的，有些詞帶給其學習上的便利，有些詞則造成其使用上的偏誤及困擾。中日同字詞目前已有的研究成果，多為習得方面的偏誤研究，雖亦有研究者提出教學建議或是教材編寫建議，然而目前尚未有專門針對中日同字詞習得設計的教材。為了幫助日籍學習者學習華語時發揮其懂漢字的優勢以減少運用的偏誤，同時提升口語能力，本文探討中日同字詞的類型、數量與常見的偏誤，再分析現有之華語口語教材，進而提出針對中日同字詞習得設計教材之理念，並研發同字詞教材之雛型，最後提出教學建議，期望能讓日籍學習者發揮所長，減少偏誤，持續而深入地學習。本文設計以中日同字詞習得為主之中級華語口語教材，預計可編入1160個同字詞，約佔總數的三分之一。依照同字詞的三大類型將教材分成三個部分，讓學習者專注於單一類型，避免太過龐雜的分類造成混淆及誤用；並結合華語口語教材之設計巧思，幫助學習者理解詞義，練習於有意義的語境下運用。期望學習者透過本教材，提升同字詞對華語學習的正面效益，降低負面影響，增進口語表達能力。

關鍵字

同形詞；同字詞；華語教學；華語教材；中級口語教材

並列摘要

Currently the Chinese teaching material has reached a certain scale in quantity and has a continual growing, however, the teaching material for a specific language skill for a specific country is still rare. Japanese-spoken learners generally have a weakness in oral expression capability in Chinese and in Japan the local Chinese teaching material aiming at the enhancing of oral expression capability is neither much in quantity nor comprehensive in content. In Chinese learning the Chinese-Japanese homographs are inevitable for the Japanese-spoken learners, some of them bring certain convenience in learning while others cause errors and confusions in the usage. There are certain research outcomes of the Chinese-Japanese homographs and most of them are the study of the errors in the learned, and some researchers proposed recommendations in the class teaching or teaching material editing, however, there is no teaching material focusing on the design of the Chinese-Japanese homographs. In order to help the Japanese spoken learners to make full use of the advantage of understanding the Chinese characters to reduce the errors in the usage and to enhance the oral expression capability, the article aims to exploit the category, quantity, and the frequent errors of the Chines-Japanese homographs, to analyze the spoken Chinese teaching material, and to come up with a model design of the teaching material focusing on the learning of the Chinese Japanese homographs. The findings help to develop the prototype of the Chines Japanese homographs teaching material, and to propose the teaching recommendations, expecting to help the Japanese spoken learners to make full use of their strong points and reduce the mistakes and to have continual in-depth learning. The article designs the intermediate spoken Chinese teaching material based on the Chinese-Japanese homographs, editing of 1160 homographs, about one third of the total homographs. The teaching material is divided into three parts based on the three categories of the homographs so as to lead the students to focus on one category at one time in order to avoid the confusions or mistakes may arise due to the sophisticated classification. It is also incorporating the skillful design of the spoken Chinese teaching material to help the learners understand the actual meaning of the phrase and practice in the meaningful spoken environment, with the hope to enhance the positive learning effects by the learning of the Chinese-Japanese homographs and to reduce the negative impact, targeting at the promoting of the oral expressing capability.