針對初級華語學習者漢字學習策略調查與教學設計之研究

A Research on the Designing of Teaching Chinese characters and Survey of Learning Strategies for Beginner Learners

洪巧淳(Ciao-Chun Hong)

指導教授 ： 黃麗儀

中原大學/人文與教育學院/應用華語文研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200540

摘要

許多以漢語作為第二語言的學習者在學習漢語之初，大多重視聽、說技能，而忽略了讀、寫能力。歸究原因在於，由於漢字的形體複雜、學習者沒有相關的認知概念、教師的漢字教學單調枯燥，導致學習者在學習之初往往放棄漢字。然而，識字能力是獲取知識的一把鑰匙，習寫漢字更是語言交際不可或缺的能力，因此，漢字教學在漢語課堂中有著很重要的地位。
本研究主要針對初級華語學習者進行漢字課程的設計與研究，並探討學習者所使用的漢字學習策略為何。在進行漢字教案設計之前，首先，先搜集學習者的語料，進行漢字偏誤分析，接著透過問卷了解學習者的漢字認知概念及其採用的漢字學習策略為何，最後依據分析的結果設計一套針對初級華語學習者的漢字課程。經由分析結果得知，學習者對於筆劃的掌握不甚完全，因此，本研究的漢字教學內容先讓學習者掌握漢字空間結構、筆劃、筆順概念，接著再利用構字率高的獨體象形部首讓學習者了解字義，最後注入形聲字的概念了解漢字的語音規則。在教學的過程中，研究者也藉由活潑有趣的教學活動以及不同模式的習寫練習讓學習者掌握漢字。
經過問卷調查分析與課程的教學後，本研究發現初級華語學習者普遍使用的學習策略為音義策略、字形策略和記憶策略，較不常使用歸納策略。然而，不同背景的學習者本身對於漢字有不一樣的認知，故即使採用一樣的策略，但學習模式仍不相同。例如：漢字圈學習者多以整字記憶漢字；非漢字圈學習者則採用重複的抄寫練習與圖象認知記憶。此外，研究者所注入的漢字概念也幫助學習者有效識字與書寫。由此可知，針對性的漢字教學對於初級學習者來說是有必要性的。待其掌握相關的漢字認知概念與學習策略，學習漢字對他們來說不再感到寸步難行了。

關鍵字

初級漢字教學 ； 課程設計 ； 學習策略 ； 漢字偏誤分析

並列摘要

Most of Chinese as a second language learners focus more on listening and speaking skills, while ignoring the reading and writing ability when they begin to learn Chinese. Due to the complexity of the shape of Chinese characters, learners don’t have cognitive concepts of Chinese characters, and teacher does the monotony of teaching, leading beginners to give up learning Chinese characters. However, literacy is a key to access to knowledge, writing Chinese characters is even an essential ability to language communication. Therefore, teaching Chinese characters has an important position in Chinese learning.
This study focuses on designing a Chinese curriculum, and researching the learning strategies of beginners of learning Chinese characters. Before designing the teaching materials, the researcher must first collect the learner Chinese characters corpus, and make error analysis. Then the researcher gets to know learners’ concepts of characters or not, and what learning strategies they used through a questionnaire. Later, the researcher begins to design a curriculum for Chinese beginners based on the analysis results. The teaching content of this curriculum is first used to aid the learner in mastering the concepts of spatial structures, strokes and stroke orders of Chinese characters. Second, the researcher infuses the concept of radicals, which are related to pictographs, that makes learners to figure out the meaning, and finally adds the concept of sound of Chinese characters to let them understand the rules of the voice of Chinese characters. In order to let learners master Chinese characters, the researcher has to design interesting teaching activities as well as different modes of writing exercises.
After survey of questionnaire and teaching, this study has two results. First, learners more commonly use sound and meaning strategies, shaped strategies, and
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memory strategies than inductive strategy. Although learners from different backgrounds use the same learning strategies, their cognition of Chinese characters also makes them use different learning modes. For example, the learner whose language is influenced by Chinese always use the whole-word to memorize the Chinese characters, while western use repeated practice of copying and image recognition to memorize. Second, the learners also use concepts the researcher gave them to help them learn. Therefore, designing targeted material for teaching Chinese characters material is essential to prevent difficulties for students while learning Chinese characters.

並列關鍵字

Error Analysis of Chinese Characters ； Learning Strategies ； Curriculum Design ； Chinese Characters Teaching for Beginners

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