多媒體教材融入初級越南華語學習者結果補語學習成效研究

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題名:	多媒體教材融入初級越南華語學習者結果補語學習成效研究 Integrating Multimedia Materials into the Learning of Resultative Complements for Vietnamese Beginners of Chinese as a Second Language
作者:	施靜芬 SHIH, CHING-FEN
貢獻者:	華語文教學碩士學位學程
關鍵詞:	華語文教學多媒體教材融入結果補語初級華語學習者 Teaching Chinese as a Second Language integration of multimedia materials resultative complements beginners of Chinese
日期:	2013-06
上傳時間:	2013-11-04 11:10:37 (UTC+8)
摘要:	本研究期望藉由科技之助，了解多媒體教材融入初級越南華語學習者結果補語學習之成效，解決學習者在學習上的難點，並激發其學習興趣融入真實的語言情境。本研究採實驗法，研究對象為某大學華語中心初級程度之越南籍學生，實驗組以多媒體教材進行教學，對照組採傳統教學方式不以多媒體教材進行教學，兩組均在研究前進行前測，研究後同時進行後測，教學時間為期三週，共十五學時。研究結果指出，以多媒體教材融入初級越南華語學習者結果補語的教學，能顯著提升學習者的學習成效。多媒體教材可以幫助學習者掌握結果補語中動詞與補語語義正確之搭配，並能在不同的語境中使用適當的動詞與結果補語。此外，多媒體教材能幫助學習者掌握結果補語中語法結構的詞序、區分結果補語與可能補語和掌握結果補語中的否定句型。偏誤分析顯示學習者以語法的偏誤佔多數，語義之偏誤較少，語法偏誤中以結果補語的否定句式偏誤率最高。從兩組前後測的錯誤筆數來看，實驗組後測時的各類偏誤都比對照組的少，證明經過實驗教學後，實驗組學習者的學習成效明顯優於對照組學習者。 With the assistance of technology, this study was expected to understand the learning effect of resultative complements for Vietnamese beginners of Chinese as a second language by integrating multimedia materials into the learning, solve their difficulties in learning, and stimulate their interest in learning in order to integrate them into real language contexts. The experimental method was used in this study, and the research object was the Vietnamese beginners in the Chinese language center in a university. Multimedia materials were applied to the teaching of the experimental group whereas traditional teaching was employed in the control group. A pre-test was conducted in each group before the investigation, and a post-test was also applied to each group after the investigation. The teaching period was three weeks, 15 hours in total. The research result showed that when multimedia materials were integrated into the learning of the resultative complements for the Vietnamese beginners of Chinese as a second language, the learning effect was significantly enhanced. Multimedia materials helped the learners to master the correct collocations of verbs and complements among resultative complements and to use appropriate verbs and resultative complements in different language contexts. In addition, multimedia materials helped the learners to master the word order in the grammatical structure among resultative complements, distinguish resultative complements from potential complements, and master the negative sentences of resultative complements. The error analysis showed that the majority of the learners was syntax errors while semantic errors were the minority. Furthermore, the negative sentences of resultative complements accounted the highest error ratio among syntax errors. According to the errors of the pretests and posttests of the two groups, the errors in the posttest of the experimental group were less than those in the control group, which proved that the learning effect of the learners in the experimental group was significantly better than that of the learners in the control group. Keywords: Teaching Chinese as a Second Language, integration of multimedia materials, resultative complements, beginners of Chinese
顯示於類別:	[中國文學系博士班碩士班] 博碩士論文

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