「慣用語」具有結構的靈活性和語義的變異性等特點，因此成為華語學習者習得漢語詞彙的難點之一。本研究以「動賓三字格慣用語」融入中級華語文教學，並以行動研究為本次的研究方法。目前國內尚未有針對三字格慣用語的教材可供學習者學習，因此研究者以自編教材進行實驗。第一次實驗為「先導研究」，第二次為「正式實驗」。「先導實驗」透過漢語為母語者發放200份問卷，經由分析結果選出60個常用「三字格慣用語」詞彙進行教材的編寫。將60個三字格慣用語編寫成三課的教材，針對13名外籍學習者進行兩週的先導實驗教學。教學後透過「學習者前後測問卷」、「教室觀察紀錄」、「學習者訪談分析」等，進行課程的修正，並經由修正後的結果進行第二次的「正式實驗」。「正式實驗」僅以「動賓三字格」為主要教材編寫依據，將40個動賓三字格慣用語編寫成八課教材，針對有別於先導實驗的13名學習者進行教學實驗研究。本研究以教學為目的，增強教材的針對性和實用性，基於教學及研究結果，提出以動賓三字格慣用語融入中級華語文教學的教學對策以及教材編寫的參考依據。最後提出研究限制以及建議做為未來相關研究的參考。
Chinese “Idiomatic Expressions” has the features of structure flexibility and semantic characteristics variability in vocabulary system; therefore, it has been one of difficulties for foreign learners of Chinese. This study aims to integrate “3-Character Idiomatic Expressions” to intermediate CSL curriculum, and takes “Action Research” as the research method. At present there are no domestic teaching materials which emphasize 3-Character Idiomatic Expressions for the CSL learners, so the author compiled the materials to carry on this experiement. In this study, we conducted the quasi-experiemental teaching with one pilot test. The pilot test selected 60 items of commonly used 3-Character Idiomatic Expressions to compile teaching materials based on the analysis result of 200 questionnaires provided for native Chinese adults. The author compiled teaching materials of three lessons, which yielded 60 items of 3-Character Idiomatic Expressions, and started two-week pilot experimental teaching for 13 foreign learners of Chinese. After the teaching, the courses were adjusted according to the results of “Pre-test and Post-test”, “Class Observation Record” and “Analysis of Learners’ Interview” in order to carry on the revision to the quasi-experiemental teaching. The second teaching content only took the 3-Character Idiomatic Expressions with “Verb-Object” sturcutre and elected 40 items of them to be the teaching points of eight lessons. Then the quasi-experiemental teaching was conducted for another 13 foreign learners of Chinese. The purpose of this study emphasized mainly on the exploration of practicability of teaching Verb-Object 3-Character Idiomatic Expressions. Based on the teaching and findings, this research proposed the teaching strategries that can be applied to integrate 3-Character Idiomatic Expressions to intermediate CSL curriculum as well as the references of teaching material compiling. Finally, this paper proposed the research limitations and suggestions for the further studying.
