本研究旨在探討非漢字背景成功漢字學習者在「認讀」和「書寫」所使用的學習策略，分析不同程度者在策略使用上的異同，以及了解現行台灣華語教師漢字教學策略，以備與成功學習者學習策略交叉檢驗。因成功學習者的定義眾說紛紜，故本研究中對於「成功」的標準以「成績高分」來定義。研究者從文化大學華語文教學碩士學程開設的十二週漢字課程，初、中、高程度的漢字班中找出符合研究的對象，運用問卷調查、訪談以及測試卷填寫配合同步錄像等方式，以質性研究為主，量化為輔，將所得結果交叉檢證出學習者漢字「認讀」和「書寫」的學習策略。研究者以馬明艷（2007）的問卷作為基礎，擬成「漢字學習策略問卷」，再依此擬定出學習者「訪談大綱」，問卷及訪談內容皆是圍繞字形、應用、複習、歸納、筆畫以及音義策略等六大構面進行。研究者並訪談華語教師對漢字教學的看法及教學策略，將所得資料彙整與分析。學習策略對學習者有直接的影響，並對教師提高學習者的學習成效也有一定的積極意義。本研究藉由問卷調查、深度訪談及測試卷測試多方檢證的方式，從成功漢字學習者的調查中，找出其漢字學習策略，並再細分為不同程度的學習策略，冀望能提供漢字教學的參考，藉由針對性的教學以提高學習成效。
The purpose of this study is to investigate learning strategies in reading and writing of successful Chinese character learners from non-Chinese character backgrounds. Not only do we analyze similarities and differences among learners at different levels of Chinese ability, but also investigate on Chinese characters teaching strategies of Mandarin teachers for the purpose to cross-check with successful learner’s learning strategies. There are many different opinions on how to define “Successful”; however, for the purpose of this study, “Successful” is defined as a student who regularly gets good performance on assessment. The main focus of the study is qualitative; however, a quantitative survey is also performed to interview with learners from 12-weeks Chinese character class of different levels in Chinese Cultural University, in order to assist in analysis. The researcher uses Ming-Yen Ma’s questionnaire as a foundation for the creation of “Questionnaire of Chinese character learning strategies” and “Interview outlines”. The contents of the questionnaire and interview study the students’ execution of the six different learning aspects: Shape, Application, Review, Induction, Stroke and Pronunciation-and-Meaning strategies. The researcher interviews Mandarin teachers to identify their views and strategies on Chinese character teaching. After completion of the interviews, the researcher summarizes and analyzes the results. Learning strategies have a direct influence on language learners so as to upgrade their learning effectiveness and efficiency which also brings constructive meanings to the teacher. By multiple verification methodologies—questionnaire investigation, in-depth interview and assessment, this study identifies successful Chinese character learners’ learning strategies and further divides them into different levels. The aim of this study is to assist teachers by giving a reference of successful Chinese characters learning strategies and by targeted teaching, one can help the learners to improve the achievement of learning.
