從漢字偏誤分析探討漢字教學法與教學成效之個案研究—以越南初級程度學生為例

Error Analysis and a Case Study of the Teaching Strategies of Chinese Characters and Effects on Teaching Method for the Vietnamese Beginning Level Learners

段范芳水(Pham-Phuong-Thuy Doan)

指導教授 ： 彭妮絲

中原大學/人文與教育學院/應用華語文研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400673

摘要

在世界各國融入現代化的過程中，語言溝通扮演極重要的角色；而對越南外語學習現況而言，除了英語，漢語也成為熱門語言。可是，對於熟悉羅馬字母的越南學習者來說，具有形、音、義的漢字使漢字在漢語學習中成為最難突破的一關。如此，不僅越籍零起點學習者，而初級程度的學習者亦存有不少的漢字偏誤。此外，由於有關以越文書寫的漢字研究的論文與文章不多，且研究內容主要探討漢字教學方法，缺少漢字偏誤分析的研究，因此如能藉由收集越籍初級學習者的漢字偏誤，進行統計、分類、分析以及探究漢字偏誤的原因，進一步設計漢字課程、漢字教材與提供漢字教學法，就能激發學習者漢字學習的興趣，同時減少漢字偏誤，使漢字在教與學兩方獲得良好的效果。

有鑑於此，本研究嘗試以越籍初級學習者的漢字偏誤進行探討，採行個案研究方法，透過統計、分類與分析漢字偏誤，探究漢字偏誤之原因。其次，為提高漢字學習成效，本研究以ADDIE教學設計模式為基礎，透過分析研究對象的漢語學習背景與漢語程度，試圖設計「漢字偏誤前後測」、漢字課程、漢字教材與「漢字教學滿意度的問卷調查」；還有，將已設計好的漢字課程與教材進行漢字教學實踐；最後對漢字教材設計與漢字教學實踐的成效提出相關的建議。

研究結果發現，越籍初級學習者的漢字偏誤分為兩大類：部件偏誤與筆畫偏誤，而部件偏誤的比率高於筆畫偏誤的比率。其中，部件偏誤分為部件的改換、部件的增減與部件的改位，筆畫偏誤分為筆畫的增減、筆畫過長與筆畫的變形。越籍初級學習者之所以發生這些漢字偏誤，是因為漢字本身的特點、學習者漢語學習的背景與漢語程度。因此，本研究以部件教學法為主，先介紹部件的意義與筆順，再藉由筆畫的順序介紹含有部件的字、詞給學習者，並且以詞造句，讓學習者在文句脈絡中加強字彙知識的能力。經過7週的漢字課程，學習者在課堂上表現明顯的進步；在「學習單」評量方面，漢字偏誤數量越來越減少；在「漢字偏誤前後測」對比方面，後測的偏誤率少於前測的偏誤率；在「漢字教學滿意度的問卷調查」結果上，大多數學習者皆認同漢字教材內容、老師的漢字教學法對學習者的漢字學習有幫助，並且表示喜歡漢字課程及老師的漢字教學法。

最後，雖然研究者已儘量運用各種研究方法及研究工具提高本研究的信效度與效果，但仍有許多不足之處。因此，根據上述研究的結果與發現，提出研究建議和日後研究方向，供後續研究者參考。

關鍵字

越籍初級學習者、漢字偏誤分析、漢字教學法、漢字教材編寫、ADDIE教學設計模式

並列摘要

According to integration processes in modern society all over the world, language plays such a vital role in our daily communication; meanwhile, the current situation of foreign language learning in Vietnam, besides English, Chinese learning has become more and more common in almost university. However, for those Vietnamese learners who are familiar with Roman alphabet, Chinese characters that include shape, sound and meaning structure, will make Chinese characters learning becomes the toughest subject in Chinese learning course. For this reason, not only Vietnamese elementary level learners, beginning level learners also make Chinese characters errors. On the other hand, since the research that concern of Vietnamese learners learn Chinese characters is not too much, and these researches mostly focus on teaching methods of Chinese characters, lack of analyzing Chinese characters errors; therefore, by collecting, statisticing, classifying and analyzing Chinese characters errors of Vietnamese beginning level learners, and explore the reasons of errors; then design Chinese characters curriculum, textbook and provide teaching method of Chinese characters; perhaps enhance Vietnamese learners interest and motivation in Chinese characters learning, moreover reduce Chinese characters errors, so as to achieve satisfactory effect in both teaching and learning.

Based on the above information, this research tried to explore from the angle of Chinese characters errors of Vietnamese beginning level learners, choosing a Case Study Research, through statisticing, classifying and analyzing Chinese characters errors, explore the reasons of errors. On the next step, in order to advance the effectiveness of Chinese characters learning, this research selects ADDIE Instructional Systems Design, by means of analyzing learning background and Chinese level of Vietnamese learners, design “Chinese Characters Errors Pretest and Posttest”, Chinese characters curriculum, textbook and “Chinese Characters Teaching Satisfaction Questionnaire”. Following that, apply both of Chinese characters curriculum and textbook into practical Chinese characters teaching. Finally, accommodate suggestions about Chinese characters textbook design and the effectiveness of practical Chinese characters teaching.

The result of this research illustrates that Chinese characters errors of Vietnamese beginning level learners were divided into two types: component errors and stroke errors, and the rate of component errors are considerably higher than the rate of stroke errors. In addition, component errors include exchange component, increase and decrease component and change position of component; stroke errors involve increase and decrease stroke, extend stroke’s length and change shape of stroke. There are a variety of causes which can lead to these Chinese characters errors, such as: the feature of Chinese characters, the learning background and Chinese level of Vietnamese learners. Correspondingly, this research selects component teaching method, after introducing the meaning and the stroke’s sequence of component, through stroke’s order teacher gives information about Chinese characters and words that imply these components; from then on, through words construct sentences; by this method, learners based on context clues, improve Chinese characters knowledge. After seven weeks of Chinese characters curriculum, the learners performed significant progress; in “Learning Form” evaluation, it is found that the number of Chinese characters errors made a remarkable decline; in “Chinese Characters Errors Pretest and Posttest”, it is found that the percentage of errors in “Chinese Characters Errors Posttest” are far less than the percentage of errors in “Chinese Characters Errors Pretest”; in “Chinese Characters Teaching Satisfaction Questionnaire”, nearly all learners approve that Chinese characters textbook’s content and teacher’s Chinese characters teaching method of this curriculum are helpful for their Chinese characters learning, furthermore express that they are totally into Chinese characters curriculum and teacher’s Chinese characters teaching method.

In conclusion, although researcher tried to make the substantial effort to improve the reliability and validity of this research, but there are still a several shortcomings that need to ameliorate. Hence, rely on the results and findings of the above-mentioned research, define suggestions for future research.

並列關鍵字

Chinese characters textbook design ； Vietnamese beginning level learners ； ADDIE Instructional Systems Design ； Chinese characters errors analysis ； teaching method of Chinese characters

參考文獻

黃佛明（2009）。學習漢字之我見。臺灣華語文教學學會會刊，6，99。

阮越進（2009）。漢字學習技巧分享。臺灣華語文教學學會會刊，6，98.

林進材（2006）。教學論。臺北市：五南。

李怡彥（2013）。雙聯學位越籍留臺生之初級華語寫作教學研究—以應用文為例。私立中原大學應用華語文學系碩士。未出版。中壢市。

壹、 中文部分