初級量詞活動教學研究

李曉鳳

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Humanities > Linguistics
Humanities > Chinese Literature
College of International and Overseas Chinese Education > Graduate Institute of Teaching Chinese as a Second Language

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初級量詞活動教學研究

李曉鳳 , Masters　　Advisor：葉德明教授　　

繁體中文

量詞；認知心理；活動教學

Abstract │ Reference (39) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

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.

Reference ( 39 ) 〈TOP〉

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
連結：
參考書目（以姓氏筆順排序）
專書：
《小學活動教學教學指引》，1994（修訂本）香港：香港教育署王建勳，2005，《漢語作為第二語言的習得研究》北京，北京語言大學王克難譯，1984，《夏山學校》臺北，遠流出版公司台灣師大編輯委員，1982，《國音學》正中書局李鍌、邱燮友、王更生、沈謙，1987，《中國文學概論》敦繹文化股份公司李學銘，1997，《中國語文教學的現況與發展》學思出版社李其維，1995，《皮亞傑心理邏輯學》揚智文化出版社李其維，1995，《認知心理學》揚智文化出版社呂淑湘，1999，《現代漢語八百詞》北京，商務印書館吳明清，2006，《教育研究－基本觀念與方法分析》五南圖書出版公司杜聲鋒，1988，《皮亞傑及其思想》香港：三聯書店沈謙、徐泉聲、簡恩定、許應華1992，《中國文學導讀》敦繹文化有限公司陳榮安，1999，《中文量詞的語意古今用法之對比》文鶴出版有限公司陳俊光，2007，《對比分析與教學應用》修訂版文鶴出版有限公司陳立芬，2008，《華語文教學導論》第十四章三民書局股份有限公司楊治良、郭力平、王沛、陳寧，2001，《記憶心理學》五南圖書出版公司葉德明，1990，《漢字認知基礎》師大書苑葉德明，2005，《華語文教學規範與理論基礎》師大書苑葉德明，2005，《華語語音學－上篇》師大書苑靳洪剛，2000，《語言發展心理學》五南圖書出版公司趙元任，1991，《國語語法》（再版）學海出版趙元任，2001，《語音問題》（再版）台灣商務印書館鄭肇楨，1984，《活動教學》香港：商務印書館鄭肇楨，1984，《心理學》香港，商務印書館鄭昭民，2006，《認知心理學－理論與實踐》成陽出版有限公司鄧守信，2008，《對外漢語教學語法》文鶴出版有限公司劉月華、潘文娛、故韡，1996，《實用現代漢語語法》師大書苑劉月華，1996，《實用現代漢語語法》師大書苑有限公司錢乃榮、鄧守信，2002，《現代漢語概論》師大書苑謝振強，1994，《小學活動教學》香港：香港教育署羅秋昭，2004，《輕鬆學量詞》五南圖書出版公司
Douglas L . Hintzman，1987，《學習記憶心理學》，韓進之、李明月、韓耀輝、張寧生譯五洲出版社 H. Douglas Brown （道格拉斯.布朗），2002，《Principles of Language Learning and Teaching》台灣東華書局 H. Douglas Brown，2002，《第二語教學最高指導原則》，余光雄譯台灣東華書局 H. Douglas Brown，2003，《原則導向教學法》，余光雄譯台灣東華書局 John Watson，2005，《行為主義》，李維譯知書房出版社 Kathleen Graves，2007，《語言課程設計與理論》，陳丁琪、黃瀅娟譯新加坡商湯姆生亞洲私人有限公司台灣分公司 Noam Chomsky，1989，《句法結構》，謝石譯結構群文化事業有限公司

Times Cited (1) 〈TOP〉

賴毓珊(2011)。對外台語教學自編教材設計──以台大日籍交換學生為對象。臺灣師範大學台灣文化及語言文學研究所在職進修碩士班學位論文。2011。1-175。

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