非漢字圈學習者漢字讀寫習得歷程研究

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Title:	非漢字圈學習者漢字讀寫習得歷程研究
Authors:	蘇毓玲
Contributors:	華語文教學研究所碩士在職專班
Keywords:	漢字教學 Chinese Characters Teaching 華語教學 Teaching Chinese as Second Language 對外漢語教學 Teaching Chinese as Second Language 先語後文 Listening and Speaking before Reading and Writing 分進合擊 Proceed Separately and Strike together 部首 Radicals 部件 Components 積木理論 Building Block Theory 滾雪球效應 Snowball Effect 偏誤 Errors 字形結構 Configuration
Date:	2012
Issue Date:	2012-11-06 11:01:15 (UTC+8)
Abstract:	中文摘要本研究採質性研究法，主要在探討非漢字圈學習者的漢字讀寫難點，以瞭解他們的問題所在。研究對象中6名為先語後文2名為語文同步的學習者，共8名。研究範圍為600個常用漢字，教材主要為改寫繁體版的《漢語語言文字啟蒙》（Bellassen, 2008）和《漢字八十》(文大華語中心)。授課時間為20週共40小時。研究結果分五方面：一、認讀方面：左右結構最易，上下結構次之。三個部件筆畫少比兩個部件以內筆畫多還易認讀。七畫以下的字較易認讀，九畫以上較難而十五畫以上更難。二、識寫方面：筆畫數加上部件的熟悉度會影響學習者對結構的認知。兩個部件以內的字較易學會寫，但是獨體字的筆畫多時也不容易學會寫。七畫以下的字較易學會寫，九畫以上的字較難，但是基本筆畫以外的字還是較難學會寫。三、偏誤方面：筆畫偏誤佔最多，部件偏誤次之。四、學習動機：動機強的學習者學習成效好很多。五、先語後文的學習者成效高於語文同步的學習者。本研究提出教學建議是最好能分進合擊，其次才是先語後文，而且要加強字理教學，避免先語後文學習者產生同音誤用。 Abstract The study focuses on difficulties learners from the non-Chinese-character sphere may encounter in reading and writing. Subjects included 8 learners from the non-Chinese-character sphere: 6 of them could speak Chinese before learning to read and write while the other 2 learners could not speak, read or write Chinese. A total of 40 lecture hours over a 20 week period were given to learners covering 600 frequently used Chinese characters. Key findings include the following. 1. The structure composed of left and right parts was most easily read, followed by the structure composed of upper and lower parts. Characters with more than 9 strokes became more and more difficult as the number of strokes increased. 2. Chinese characters with more than 9 strokes or with non-basic strokes were more difficult for learners to write. 3. Stroke order accounted for most errors, followed by component errors. 4. Learners who had stronger motivation or who could speak Chinese before learning to read and write outperformed others. Therefore, it is recommended that「proceeding separately and striking together」is the best approach in teaching Chinese as a second language; and then learning to listen and speak should be arranged before learning to read and write. Finally, instruction about Chinese character rationale should be stressed.
Appears in Collections:	[Graduate Institute of Chinese Literature] thesis

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