初、中級華語學習者漢字偏誤分析與教學建議-以越南籍學習者為對象

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Title:	初、中級華語學習者漢字偏誤分析與教學建議-以越南籍學習者為對象 Analysis of Errors in Chinese Characters for Elementary and Intermediate Chinese Learners and Teaching Suggestions ~For Vietnamese
Authors:	王君瑜
Contributors:	華語文教學碩士學位學程
Keywords:	漢字教學教學策略行動研究偏誤
Date:	2021
Issue Date:	2021-03-05 09:48:32 (UTC+8)
Abstract:	越南學習者普遍認為漢字難寫難記，加上教師普遍著重溝通，以致學習者聽、說能力遠遠超過書寫能力，極可能影響往後學習。本研究將針對越南學習者偏誤字及其類型，提出教學建議，以改善學習者書寫時所產生的偏誤。本研究以國內某大學華語中心的越南籍學習者為研究對象，將採行動研究法，並將透過實際教學，以工具檢驗教學與學習成效，進而修正及改善教學，期望達成教學目的。本研究結果發現：越南學習者書寫漢字的偏誤類型，依常見頻率分依次為：1.筆畫偏誤，2.部件偏誤，3.結構偏誤，4.整字偏誤，5.其他類。而筆畫偏誤分類下又為筆畫誤增、筆畫缺失、筆畫變型，部件偏誤類下為部件誤增、部件缺失、部件改換，結構偏誤類下沒有其他小類，整字偏誤又包含同音近音別字、形近別字、筆畫分散。筆者認為有效的漢字教學方法如：1.對比─直觀教學法，2.寓教於樂，3.筆畫教學4.歸納與反復練習相結合。對比─直觀教學法是指將所要識記漢字的正誤幾種寫法，分別寫在事先就在黑板上畫好的田字框裡，並用顏色粉筆加以區別，通過比較各部件的位置告訴學生漢字的正確寫法，並分析、強調錯字的具體原因。如畫「田字格」教學就是比較直觀而有效的教學方法。在進行漢字間架結構教學與形似字教學時，先在黑板上畫上「田字格」，然後分別寫入正字和錯字，讓學生通過對比來了解錯字的原因。這樣的方法強化了學生的感覺，深化了對漢字的記憶。在教學中多採用快樂教學法，要寓教於樂，這樣學生較容易接受。同時使用多媒體，如教育部「常用國字標準字體筆順學習網」學習，並增加漢字課程的時數以外，教學者書寫漢字必須嚴格要求按照教育部「常用國字標準字體筆順學習網」中的筆順進行教學。學習者在第一次接觸新生字對於書寫的順序是完全空白的，只能單憑整體的圖像做模仿，若教學者在初次演示筆順時是標準的，可為學習者的漢字書寫打下好基礎，減少未來漢字書寫的偏誤發生。本研究期能提供華語老師進行漢字教學時之參考。 Vietnamese learners generally think that Chinese characters are difficult to write and learn. In addition, teachers generally focus on communication, and learners' listening and speaking skills far exceed their writing skills, which may possibly affect their learning afterwards. Teaching suggestions are put forward in this study, focusing on Vietnamese learners' commonly confused words and different types so as to improve their writing mistakes. The subjects of this research are Vietnamese learners from the Chinese Language Center of an university in Taiwan. Action research method is adopted, and actual teaching tools are used to test the effectiveness of teaching and learning, and we revise and improve the teaching methods, in the hope of achieving teaching goals. The results of this study discovered that types of common errors in writing Chinese characters made by Vietnamese learners are as below, ordered by their frequency: 1. stroke errors; 2. component errors; 3. structural errors; 4. character errors; 5. other errors. In the classification of stroke errors, there are stroke adding errors, stroke missing errors, and stroke deformation. In the component error category, there are component adding errors, component missing errors, and component replacement. There are no other sub-categories under the structural error category. Also, character errors include homophonic and near-phonetic characters, characters with similar forms, and characters with scattered strokes. The author believes that the effective teaching methods of Chinese characters are as follows: 1. Contrast-intuitive teaching, 2. Education with fun, 3. Stroke teaching 4. Combination of induction and repeated practice. The contrast-intuitive teaching refers to writing and memorizing the correct and incorrect writing methods of Chinese characters. They are written respectively in the field boxes drawn on the blackboard in advance, and they are marked with a colored chalk in order to distinguished from one another, and we show students how to write Chinese characters by comparing the positions of the components in correct writing, and analyze and emphasize the specific reasons for the typos. The teaching of drawing is a more intuitive and effective teaching method. When teaching the structure of Chinese characters and similar characters, we first draw the field grid on the blackboard, and then write the correct and wrong characters respectively, so that students can understand the wrong characters through comparison. This method strengthens the students' instinct and the memory of Chinese characters. We should use happy teaching methods, and we should entertain students during teaching so that it can be learnt by students much easier. At the same time, we should use multimedia, such as "Common Chinese Standard Fonts, Stroke Orders Learning Network" of Ministry of Education, and increase the hours of Chinese character learning courses. In addition, teachers must strictly follow the stroke orders indicated in the above-mentioned website to teach students writing Chinese characters. When the learners first see the new characters, their brain is completely blank when it comes to their stroke orders, and they can only write characters by the overall image and their imagination. If the teacher demonstrates the stroke orders for the first time, it can lay a good foundation for the learners to write Chinese characters, and it can reduce the occurrence of bias in the future. This study hopes to provide information for Chinese teachers during their teaching of Chinese characters.
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