| 摘要: | 本研究採用華語世界頗享盛名的全球華文網中的「僑教雙週刊]內的「端午節的由來」有聲的課文為課外華語閱讀素材，研究對象為母語非中文的外籍學生，他們的程度為初中程度，分成「聲音組」、「圖像組」和「聲音+圖像組」三個實驗組別，以研究者自編的華語閱讀理解紙筆測驗和問卷調查表為準實驗研究工具，探討在華語教學領域，電子故事中「聲音」和「圖像」兩種不同的媒體輔助，對母語非
中文的外籍生華語閱讀理解成效之影響。
施測與問卷調查後，三個組別各閱讀層次之理解成效和問卷之同意程度，經百分比統計、ANOVA 和Post Hoc 檢定多重比較分析，結果發現：
（一）在較低層次的字義理解方面：「聲音+圖像組」最高，「圖像組」與「聲音組」成效相同，但三組之間未達顯著差異。
（二）在較高層次的字義理解方面：三組閱讀理解成效接近一致，未達顯著差異。
（三）在較低層次的推論理解方面:「圖像組」最高，「聲音+圖像組」次之，「聲音組」最低，但三
組之間未達顯著差異。
（四）在較高層次的推論理解方面：「聲音+圖像組」高於「圖像組」，兩組未達顯著差異，「聲音組」
最低，且分別與其他兩組達到顯著差異。
（五）在問卷同意程度方面：三個組別對問卷各題的同意程度以「聲音+圖像組」最高，「圖像II
組」次之，「聲音組」最低。「聲音組」雖然在問卷各題的同意程度不如其他兩組高，但大致同意問卷題目的內容。
總結而言，「聲音+圖像組」外籍學生在整體閱讀理解測驗成效表現上，明顯優於其他兩個組別,「圖像組」次之，「聲音組」最低。在問卷之同意程度方面，所得結論亦同。
In this studying, the extracurricular reading material “The Origins of the
Dragon Boat Festival”, which has the sound for Chinese texts, in the world
renowned Mandarin Chinese-language network “Overseas to Teach Biweekly”,
was taken as the experiemtal material for the research. The objects are foreign
students that speak Chinese as a second/ foreign language. They are at basic and
intermediate level, and were divided into there experiemtal groups of “Sound
Group”, “Image Group” and “Sound + Image Group”. The research tools are the
paper test of Chinese reading comprehension designed by the researcher, and
questionnaires. The research aims to explore that how the two assistant elements
of “sounds ” and “images” in the field of multimedia material influence Chinese reading comprehension of foreign students of other languages.
After paper test and questionnaires by students, through the statistics for
percentage, ANOVA and Post Hoc multiple comparison test analysis, the effectiveness of reading comprehension and agree extent of the questionnaire of
three groups were found that:
I. The meanings of words in the lower-level understanding:“Sound + Image Group” got the highest results, and “Image Group” and“Sound Group” got the same results of effectiveness. However, the result didn’t reach significant differences among three groups.
II. The meanings of words in the higher-level understanding:The effectiveness level of reading comprehension of three groups are nearly close so that didn’t reach significant differences.
III. The inferential comprehension in the lower-level understanding:“Image Group” got the highest results, “ Sound + Image Group” got the less,and “Sound Group” got the least. However, the result didn’t reach significant differences among three groups.
IV. The inferential comprehension in the higher-level understanding:
“Sound + Image Group” got the higher results than “Image Group”, but it
didn’t reach significant differences among two groups. “Sound Group” got the
least and comparing with other two groups, it reached significant differences.
V. The agree extent of the questionnaire:Among three groups, “Sound + Image Group” got the highest extent of
agreement of questionnaire, “Image Group” got the less, and “Sound Group”
got the least. Though “Sound Group” didn’t reach higher extent of agreement
than other two groups, the results revealed that the content of the questionnaire was generally agreed.
In conclusion, the overall effectiveness of Chinese reading comprehension of foreign students of “Sound + Image Group” was significantly better than
other two groups. “Image Group” got the second and “Sound Group” got the
least. In the aspects of the agree extent of the questionnaire, the conclusion of the results is also the same. |
