非漢字背景學習者漢字學習策略研究

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題名:	非漢字背景學習者漢字學習策略研究 An Empirical Study on the Strategies of Learning Chinese Characters by the Learners of Non-Chinese Character Backgrounds
作者:	謝純芬 Hsieh, Chun-Fen
貢獻者:	華語文教學碩士學位學程
關鍵詞:	漢字學習策略教學策略識讀能力習寫能力 Chinese-character Learning strategies Teaching strategies Reading abilities Writing abilitie
日期:	2014-06
上傳時間:	2014-09-26 17:52:02 (UTC+8)
摘要:	本研究是使用問卷調查法來探討非漢字背景華語學習者的學習策略，即不同華語程度的華語學習者之間，其漢字學習策略的差異情形、華語教師的漢字教學策略對華語學習者的漢字學習策略的影響力、教師不同漢字教學量，其學習者漢字學習策略的差異情形。研究對象為台灣北部五所大學附設華語中心之非漢字背景漢字學習者，共發放253份紙本問卷，有效樣本為233份。本研究分別採用單因子變異數分析（ANOVA）來檢驗假設一與假設三，迴歸分析檢驗假設二。研究結果指出，不同華語程度（華語級別、漢字識讀能力、漢字習寫能力）的華語學習者之間漢字學習策略具顯著差異；華語教師的漢字教學策略對華語學習者的漢字學習策略具顯著影響力。研究結論如下：1.不同漢字識讀能力者之歸納、筆畫筆順等兩種策略具顯著差異；2.不同漢字習寫能力者之應用、歸納、筆畫筆順等三種策略具顯著差異；從第一級到第五級中，音義、記憶、字形是學習者最常使用的策略的三項策略，但學習者自評習寫能力越高級者，必須再運用筆畫筆順與複習策略來幫助與鞏固學習。3.整體而言，現任教師與啟蒙教師的部分漢字教學策略，均對學習者的七項學習策略產生顯著影響；啟蒙教師不同漢字教學量，對學習者漢字複習策略具顯著差異，若啟蒙老師不教寫字，學習者常用的策略雖為字形與音義策略，卻得仰賴筆畫筆順與複習來學習漢字。基於研究結果，本研究建議：漢字教學時須掌握學習者各階段對漢字之認知能力，循序漸進，建立漢字學習脈絡；善用有效教學法，培養漢字歸納能力；運用形聲字教學，建構學習工具與檢索系統；善用漢字學習策略量表與教學策略量表，檢視學習現況與教學理念，從而在教學與學習之間，取得更有助益的模式。 This study used a questionnaire to investigate the Chinese-character learning strategies among foreign language learners from the non-Chinese character backgrounds. More specifically, this study is to explore (1) the differences of Chinese-character learning strategies among different levels of Chinese language learners, (2) the effects of teachers’ Chinese-character teaching strategies on learners’ Chinese-character learning strategies, and (3) the differences of learners’ Chinese-character learning strategies among different Chinese-character teaching amounts. The Mandarin centers of five universities in northern Taiwan. A total of 253 learners non-Chinese character backgrounds participated in this survey with 233 valid samples The study used one-way analysis of variance (ANOVA) to test hypothesis I and III and regression analyses to test hypothesis III. The results indicated that : (I)There are significant differences of Chinese-character learning strategies among different levels (Chinese ability ranks, Chinese-character reading abilities, and Chinese-character writing abilities) of Chinese language learner. ; (II) Teachers’ Chinese-character teaching strategies have significant effects on learners’ Chinese-character learning strategies; and (III) There are significant differences of learners’ Chinese-character learning strategies among different Chinese-character teaching amounts. Conclusions and suggestions are as follows: 1. There are significant differences of induction and stroke-and-stroke-order strategies among different Chinese-character reading ability levels of Chinese language learners. 2. There are significant differences of application, induction, and stroke-and-stroke-order strategies among different Chinese-character writing ability levels of Chinese language learners. More specifically, learners from level 1 to 5 consider pronunciation-and-meaning, memory, shape, and application strategies as their first 3 priorities. 3. Generally speaking, some teachers’ Chinese-character teaching strategies of current and first level teachers’ Chinese-character teaching strategies have significant effects on learners’ learning strategies. 3. The amount of characters tought by the first level teachers have significant impact on learners’ review strategy. More specifically, if the first teachers do not teach learners how to write Chinese characters, then learners tend to use shape and sound-and-meaning strategies more often, but they still depend on stroke-and-stroke-order and review strategies. Based on our findings, we suggest that teacher consider the following while teaching Chinese characters: (a) Build Chinese-character learning context according to learners’ different cognitive abilities at different levels；(b) Use appropriate teaching methods to train learners’ induction strategy；(c) Teach the principle of form-sound characters to help learners constructing character knowledge；(d) Use the Chinese-character Learning Strategy Scale and Chinese-character Teaching Strategy Scale to examine both learners and teachers perception about Chinese characters.
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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