本研究以語文分流的方式，進行為期十五週，共二十五學時的初級漢字課程。使用改寫成繁體版的《漢語語言文字啟蒙》教材，引導非漢字背景初級學習者掌握漢字筆畫、筆順、部件、空間結構、部首與字理等概念。運用觀察、訪談、問卷以及測驗等方式蒐集數據，以質性的方式探究九名成年初學者的漢字學習策略與學習成效，分析漢字偏誤，歸納其學習策略與學習成效之間的關係，並瞭解學習者對漢字課程的滿意度評估。研究結果顯示教師有系統地教導初學者掌握漢字規律，培養漢字字感，的確有助提升漢字學習成效；但初學者在啟蒙過程中，漢字偏誤是無法避免的。偏誤主要以形似誤認或形似替代居多。初學者常用的漢字學習策略是字形、筆畫與記憶等三類。有效學習者除了此三類常用策略之外，還注重歸納策略。成績優秀與有效學習者傾向使用多元化策略學習漢字，並都注重筆畫策略。研究結果也發現，推測未教形聲字字音與字義的能力，可能與學習者的成績相關，而這種推理的能力是字義大於字音。基於研究結果，本研究對初級漢字教學的主要建議是引導初學者掌握漢字規律，培養漢字字感，並能運用意符與聲符學習漢字，以提升學習成效，增進自學能力。教師亦應注重形似字與同音字對比，以降低漢字偏誤；並且調查漢字學習策略使用狀況，及時引導初學者多元化使用各種策略學習漢字。
The purpose of this study is to explore the learning strategies and achievements for Chinese characters of beginning learners of Non-Chinese background, analyze the character errors, and examine the relationship between the learning strategies and achievements. The subjects were nine adult beginners, and the research data were collected through class observation, interviews, questionnaires and tests during a total of 25 lecture hours over a 15 weeks period. The results of the study show that learning Chinese characters according to the stroke order, component, structure, radical, and the history of the character can enhance the effectiveness of learning. However, the beginner is liable to make errors. The most common error is to use a similar character instead of the correct one. As for the strategy, the beginners frequently use form, stroke and memory strategies, and the outstanding and effective learners tend to use a variety of strategies to learn Chinese characters. Moreover, outstanding learners possess a good ability to make an educated-guess for the meaning and pronunciation of unknown form-sound characters, and beginners find it easier to guess the meaning than the pronunciation. The results of the study also offer some suggestions for Chinese characters teaching.
