南非以華語為二語學習者之漢字學習研究

Abstract

本研究的重點是專注在漢字部件的學習與分析。對那些以華語作為第二外國語言，而又沒有中華文化背景的學習者來說，常有許多漢字學習的難點。本論文將研究以華語為第二外國語言的漢字學習。希望藉著漢字部件教學，來幫助二語學習者學習漢字的部件、位置與結構。漢字部件教學是一種華語教學法。它能有效的幫助二語學習者，克服漢字識讀和書寫上的困難。本研究包括探討漢字的教學與學習研究，並且以實行漢字部件教學的方法，來提高漢字學習果效。 漢字的學習是華語學習者需要掌握的重要技能之一，華語已成為全世界的一種流行語言，特別是在當前，全球經濟衝擊之下，許多國家的語言政策，都朝向鼓勵國民學習華語。在這個時候，南非基礎教育部實施了一項新的語言政策，就是將中文當作第二外國語言。然而對於第二外國語言的學習者來說，掌握漢字是非常困難的，對華語教師來說也是一個挑戰。 本研究之研究方向有三方面，即文獻探討分析，部件教學方法分析與問卷研究分析， 這個研究包括了33名 13到14歲的研究對象，他們都是初級程度的華語學習者， 他們被分為兩組，包含有17名研究對象的實驗組，和有16名研究對象的對照組，所有研究對象都獲得了教師所提供的相同材料，實驗組採用部件教學法，對照組則使用傳統漢字教學方式。根據研究結果，漢字部件教學方法提升了以華語為第二外國語言學習者「識讀」、「書寫」和「識寫」的能力。 根據調查，大多數對漢字部件教學給予很高評價， 它影響了以華語為第二語言學習者的漢字認知與書寫的能力。This study focuses on Chinese components learning and analysis. The learners who are taking Chinese as a Second Additional Language and who have no Chinese cultural background, find Chinese character learning difficult. In this thesis Chinese as a Second Additional Language will be studied. With particular emphasis on Chinese character learning their radicals and their positions and structures utilizing Chinese component teaching. Chinese character component teaching is a Chinese teaching method which can effectively help the writing problems Chinese Second Additional Language learners experience. It improves errors related to the writing of, and absence of strokes focused on, and also assists memorizing of characters. This study encompasses research the writing condition of teaching and learning Chinese characters and to practice the component teaching methods to improve the results of Chinese characters learning. The acquisition of Chinese characters is one of the most important skills that need to be mastered in the Chinese language. Chinese Mandarin language has become a popular language throughout the world, especially with respect to the current global economic situation. Many countries’ language policies encourage and promote their nationals to study Chinese Mandarin. At this point, there is a new language policy which has been implemented in South Africa by the Department of Basic Education, which recognized Mandarin as a Second Additional language. However, to the Second Additional Language learners, it is very difficult to master the structure of Chinese characters and is also a challenge to the teachers teaching these techniques. The study will comprise three research methods namely a documentary analysis, an analysis of component teaching methodology and a survey. The study includes 33 respondents between the ages of 13 and 14 who are all on the beginner level Chinese. They were purposely assigned into two groups: the experimental group with 17 respondents and the comparison group with 16 respondents. All the participants were given the same materials from the teacher but received different teaching strategies with respect to the teaching of character, numbers, sequences and components. Based on the results of the research, the Chinese character component teaching methods enhanced the CSL learners’ abilities to realize/recognize and to write Chinese characters. According to the survey, most of scores with the high satisfactory on the Chinese character component learning methods, it affects the CSL learners’ recognition and writing of Chinese characters.