創意漢字學習教材、圖文聯想類別、圖文聯想性對以中文為第二語言者漢字學習成效之影響

Abstract

本研究即旨在檢驗採用創意漢字圖文聯想教材，對於CSL學習者之漢字學習效果，同時探究創意圖文聯想教材當中，採用直接聯想及間接聯想不同方式編製教材對學習成效之影響，以及教材之圖文聯想性與學習效果的關連。研究參與者為25名研究者於台北市招募的母語非中文之外籍自願者（14男11女），其識字程度皆經過實驗前的識字作業控制。本研究採用35個熊襄瑜等人編製的圖像聯想漢字做為學習材料，所有學習材料均以簡報方式在電腦上呈現。測量工具為研究者採用實驗目標字編製的字形-字義辨識作業，針對研究參與者進行實驗前測、實驗結束之立即後測與一週的延宕後測。研究設計首先以單因子重複量數方法檢視三種漢字學習教材情境（拼音翻譯、圖文聯想、自行聯想）對學習效果的影響；其次為2x2之二因子混合設計，受試者內因子為漢字學習方法（拼音翻譯、圖文聯想），受試者間因子為漢字圖像的直接聯想、間接聯想編製策略；最後將創意圖文聯想漢字之聯想性與學習成效進行雙變數相關。研究結果為： 一、創意漢字圖文聯想教材對於CSL學習者漢字學習之立即效果並未優於其他教材，然而在延宕效果方面則優於拼音翻譯及學習者自行聯想。 二、創意漢字圖文聯想教材的編製方式（直接聯想、間接聯想），與教材的學習成效無交互作用，亦即對於教材的學習成效並不產生影響。 三、創意漢字圖文聯想教材的聯想性當中，圖像性、圖像-字形聯想性與學習成效均無關連，圖像-字義聯想性則與立即學習效果、延宕學習效果皆有正向相關，亦即教材的圖像-字義聯想性越佳，學習效果也越好。 最終研究者根據研究結果，針對創意漢字圖文聯想教材的編製提出建議。The present research is aimed at the learning result of CSLs by the material of intuition corresponding formula for Chinese character association pictures, types and approaches of Character-Graphic association. Participants were 25 non-Chinese native speakers in Taipei city, 14 males and 11 females. Their ability of Chinese was identified by Chinese character recognition task before experiment. The material is 35 Chinese characters of intuition corresponding formula for Chinese character association pictures (Hsiung, 2012). The tool is Chinese character graphemics-semantics recognition task developed by researcher. Pre-test, immediate post-test and delay post-test (after a week) were conducted. The effect of three Chinese characters materials (traditional strategy, Character-Graphic associated strategy and self-associated strategy) is verified by one-way ANOVA, repeated measures. The experiment is 2x2 two-way mixed design, within-subjects factor is the material of Chinese learning (traditional strategy and Character-Graphic associated strategy), between-subjects factor is the types of Character-Graphic association. The relationship between the approaches of Character-Graphic association and the learning result is described by correlation analysis. The research results are: 1. By the result of immediate post-test, the effect of material by Character-Graphic associated strategy is not better. However, by the result of delay post-test, it is significantly better than the materials developed by traditional approach and self-associated strategy. 2. There is no interaction between the types of Character-Graphic association and result of learning. The result of learning is not different either by direct association or by indirect association. 3. Regarding to the approaches of Character-Graphic association, there is no significant relationship between graphic features, graphic-graphemics, and learning result. While positive relationship is found between graphic-semantics, result of immediate post-test and delay post-test. In a word, the stronger the graphic-semantics association, the better the learning effect. Suggestion for development of creative Chinese learning material is provided according to the results.