初級量詞活動教學研究

李曉鳳

指導教授 ： 葉德明教授

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2007年)

摘要

從事華語文教學已近二十年，在學校裡無時無刻不在提醒學生說中文，進而隨時隨地修正學生的發音、詞彙及語法。然而總覺得學生所說的話還是存在著其他問題，常常想了半天卻仍說不上來到底問題出在哪裡。
經過長期仔細的觀察，發現學生從初學者到中級班甚至高級班，大多不是錯用「量詞」就是避開量詞的使用。如初級學生：昨天我買衣服（避開量詞）、借我一個筆（錯用量詞）…。中級學生：我寫了一個作文（錯用量詞）。高級學生：那高樓高得像山（避開量詞）。然而「量詞」在華人生活中，卻是一項重要的溝通詞彙，是名詞組的重要詞素，談話中缺少量詞將降低溝通能力，因此「量詞」對華語文學習者應該是極重要的一環。
於是思考用什麼方式教學才能讓學生對量詞有清楚的概念，能夠正確的使用而且願意使用。
經過多次的試驗發現利用認知心理的理論，配合各種教學法，以活動方式為教學主軸，讓學生在活潑的氣氛中，模仿演練生活情景，以便能輕鬆自然的運用於平常生活中，讓學生在華人社會中能更融入，進而對華語文學習有更濃厚的興趣。
然而在量詞教學中，學生應該不只是量詞的學習，而是藉著量詞的活動教學帶動聽、說、讀、寫全面的提升。
本文以來台學習華語文，零起點的外國學生為實驗對象，學習時間十一個星期，以實驗教學方式探討、分析教學成效。總計分為八章，第一章研究大綱，第二章文獻探討與理論取向，分兩大範圍，認知心理學與各種教學理論。第三章則配合文獻理論設計教學研究方法，第四、五章是正式的量詞教學實驗，但在量詞教學前必須先培養學生第二語言（華語文）的基本溝通能力。第六章是成就型測驗，測驗學生量詞的使用情形，內容不只是量詞短句是否搭配正確，更衍伸至篇章的運用是否順暢。第七章為研究結果討論，討論在各個測驗中學生所達到的學習成效如何，在活動教學實驗組與同為零起點外國學生的一般教學對照組做教學成果比較。第八章為結論與建議，探討活動教學是否達到所假設的教學目標並討論活動教學的優點與爭議點。
最後建議在日後所編纂的華語文教材中應如何加入量詞內容，使量詞也能成為教學主體的一部份，使學生能真正全面性的學習並提升華語文能力。

關鍵字

量詞 ； 認知心理 ； 活動教學

並列摘要

During my last two decades as a Chinese teacher, I have always prompted my students to speak Chinese and have tried my best to correct their pronunciation and improve their vocabulary and grammar wherever possible. However, I can’t help thinking that there are still problems in the ways that they speak, but I have been unable to figure out what whose problems are.
After a long period of careful observation, I noticed an interesting phenomenon in that that the majority of the students, ranging from beginners and intermediate-level students to advanced students, often misuse measure words or even try to avoid using them altogether. For instance, a beginner might say, “Zuo tian wo mai yi fu”(I bought a dress yesterday (a measure word to modify the dress is omitted in the Chinese utterance)), or the student might say, “Jie wo yi ge bi (Lend me a pen, (the word ge in bold is a misused measure word here in the Chinese utterance))”. An intermediate-level learner might say, “Wo xie le yi ge zuo wen” (I have written a composition (the word in bold is also a misused measure word)) whereas an advanced student might utter, “Na lou gao de xiang shan” (That building is as high as a mountain (the speaker avoids using a measure word altogether)). Measure words play an important role in communication between Chinese speakers, and their absence will have an adverse effect on the speaker’s ability to express themselves accurately. Therefore, measure words are of great importance to the learners of Chinese.
Thus I began ponder over what kind of teaching methods could enable students to gain a clear idea concerning the use of measure words and have them use measure words correctly and willfully.
Tests have shown that the application of cognition and psychology theories, supplemented with a variety of teaching methods and centered on activities, has positive effects on language learners. When imitating life-like situations in a lively atmosphere, learners become more apt at putting what they have learnt in the classroom to use in every day life. By doing so, they can better integrate themselves into Chinese society and develop a stronger interest in Chinese literature.
However, in the teaching of measure words, a learner should not only focus on mastering measure words. The aim should also be to improve a student’s comprehensive language skills, covering listening, speaking, reading and writing though measure-word-based teaching activities.
This thesis experiments on foreign beginners who came to Taiwan to learn Chinese for eleven weeks as the subject and conducts investigation and analysis on the effectiveness of teaching by means of experimental teaching. The thesis consists of eight chapters. Chapter One is the outline of the research. Chapter Two is the literature review, which is divided into two parts: cognitive psychology and teaching methods. Chapter Three discusses the design of teaching research methods to act in concert with the theory in the literature review. Chapter Four and Five presents a profound exploration on the teaching experiments of measure words while stressing the necessity of developing basic communication skills in the second language (Chinese) before measure words are instructed. Chapter Six deals with the achievement test which is designed to test learners’ use of measure words and which is not limited to the correct collocation of measure word phrases but extended to a smooth application in a discourse scale. Chapter Seven focuses on the discussion of the research results, in which the learning efficiency is discussed in the tests and the teaching achievements between the experiment group of the activity teaching and the control teaching group of foreign beginners are put into contrast. Chapter Eight is the conclusion and suggestions, discussing whether the hypothesized teaching goals have been attained by the activity teaching and defining the advantages and disadvantages of such teaching.
To end this thesis, the author suggests ways in which measure word teaching can be integrated into future Chinese textbooks, thus allowing measure words to become a more important part in Chinese teaching and allow learners to learn in a more comprehensive fashion and further improve their grasp of Chinese.

參考文獻

田意民、曾志朗、洪蘭，2002《漢語分類詞的語義認知基礎：功能語法觀點》2008年4月取自：http://www.ling.sinica.edu.tw/eip/FILES/journal/2007.3.9.6328982.05150205.pdf

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