擬聲詞在華語教學中的運用－以越南語為母語的學習者為對象

Applying Onomatopoeias in Chinese Teaching: Teaching Chinese as a Second Language to Vietnamese Speakers

陳惠芳(Hui-Fang Chen)

《華語學刊》 28期 (2020/06) Pp. 50-67

摘要

本研究為了設計適合越南母語者的華語擬聲詞教學，首先分析文獻中關於比較越、華語音韻、擬聲詞異同的研究，再針對結果進行教學設計。結果歸納出四點現象：（1）越華音韻結構類似，（2）擬聲詞在句子中的可擔任的成分大致相同，（3）越南語的擬聲詞的音韻比華語更接近所模仿的事物，（4）華語擬聲詞少數有字形與擬聲詞的固定搭配。因此，合宜的擬聲詞教學設計應以跨文化體驗為主，句子成分練習以及語音正音為輔。根據上述教學原則，本研究針對越南大學中文系二年級學生進行100分鐘（兩節課）的教學設計。

關鍵字

擬聲詞 ； 越南學習者 ； 華語教學設計

並列摘要

The purpose of this study is to design an appropriate training course on Mandarin Chinese onomatopoeia for learners who are native Vietnamese speakers. A literature review on previous studies comparing and contrasting these two languages reveals that: (1) the phonological structures of Vietnamese and Mandarin Chinese are similar; (2) the components onomatopoeia function as in a sentence are almost the same; (3) the phonology of Vietnamese onomatopoeia is closer to a modeled object than Mandarin Chinese onomatopoeia; and (4) only Mandarin Chinese contains onomatopoeia phrases that use different characters but have the same sound. It is thus concluded that a Mandarin Chinese onomatopoeia language course for Vietnamese native speakers needs to focus on cross-cultural experiences supplemented by training on sentence components and proper pronunciation. Based on these principles, a 100-minute (2 classes) onomatopoeia training course has been designed for sophomores from the Department of Chinese Literature in Hanoi, Vietnam.

並列關鍵字

onomatopoeia ； Vietnamese learner ； Mandarin Chinese instructional design