鍵接圖教學策略對印度華語初級學習者之漢字學習成效及興趣研究

Abstract

本研究目的在探究鍵接圖教學策略對於印度華語初級學習者之學習成效及興趣研 究。本研究共進行兩種實驗。第一個實驗之受試者為印度南方一所理工大學之學生(母 語為印度南方語言)，採準實驗研究法前後測設計，實驗組採鍵接圖教學，對照組則 施以單純動畫筆順教學，進行為期兩個月之教學實驗，並施予前後測驗。根據描述統 計分析結果顯示實驗組的平均分數高於對照組果效，但未達統計顯著。第二個實驗的 受試者則為印度首都新德里之國際學校的中學生(母語為印度北方語言)，此實驗採 2×2 混合二因子，全受試者內設計，操弄的兩個獨變項為:教學策略(鍵接圖動畫法、 筆順動畫法)、漢字複雜度(高複雜度、低複雜度)，依變項為學習者在「字形書寫測 驗」的表現。在完成部分漢字學習單元後實施後測，於兩個月實驗完成後進行延宕測 驗並實施問卷調查，以了解學生對鍵接圖動畫教學策略的學習偏好及意見。根據二因 子變異數分析結果顯示，字形書寫上鍵接圖教學策略優於筆順動畫教學策略並達到預 期研究假設之顯著結果。漢字複雜度在鍵接圖教學策略中低複雜度漢字優於高複雜度 漢字但結果未達到顯著結果。並且鍵接圖策略對於印度初級華語學習者在漢字學習上 有良好反應及偏好程度高。The purpose of this study was to investigate the learning effect of the key-image strategy on primary Indian CFL Learners and discusses the strategy preferences and learning results. Two experiments were carried out in this study. The participants of the first experiment were students from a university in south India (native language is the south Indian language). The pre- and post-test design was based on the quasi-experimental research method. Conducting a two-month teaching experiment with a pre- and post-test. According to the results the mean score of the experimental group was higher than that of the control group but the difference between the two groups was not statistically significant. The participants of the second experiment are middle school students from the International School in New Delhi (native language is the north Indian language). This experiment was a 2 × 2 factorial design, full within-subjects design, and manipulates two independent variables. The factors are teaching strategy (key-image animation method, stroke animation method), Chinese character complexity (high complexity, low complexity), and the dependent variable is the learner's performance on the "Character Writing ". Conducting a two-month teaching experiment with a post- test and a delayed test. Also, a questionnaire survey was conducted before and after the experiment to understand the students' learning preferences on the teaching strategy of key-image animation. According to the results of the two-factor variance analysis, the teaching strategy of key-image is superior to the teaching strategy of stroke animation and achieves the significant results of the expected research hypothesis. The low complexity Chinese characters is better than the high- complexity Chinese characters in the keying image strategy, but the result is not significant. In addition, the key-map strategy has a good response and a high degree of preference for primary Indian CFL Learners in Chinese character learning.