初級成人華語漢字補充教材學習成效研究—以《來！學華語》為例

Abstract

漢字為表意文字，對母語為表音文字的英語學習者來說，是學習上的一大難點，而市面上大部分華語教材為詞本位，無針對個別漢字詳細說明。為解決此問題，本研究透過編輯漢字為主的課外補充教材，內容包含鍵接圖、漢字部件構造介紹及練習，加上使用數位遊戲學習軟體Wordwall作為複習媒介，探究該教材是否能夠提升學習者的漢字學習成效。本研究之華語學習者共計18名，皆為英語母語成人初級學習者，分實驗組及對照組，執行為期八週、每週兩小時的實驗課程，兩組課程內容相同，但指派不同課後作業：實驗組為漢字課外補充教材、對照組則為華語教材的作業本。

本研究於課程開始前向全班發放課前問卷，瞭解華語學習背景以及漢字學習困難點，同時實施前測；實驗課程期間利用《來！學華語》第一冊第四課及第五課單字進行立即測驗，每課結束前實施當課成就測驗；課程結束後進行後測，並針對實驗組學生發放課後問卷及與其訪談，瞭解其對漢字為主補充教材的看法。

將測驗、問卷及訪談整合分析後，研究結果歸納出以下結論：

一、 漢字補充教材能夠增加學習者對部件構造的認識。 二、 鍵接圖教學法能夠提升漢字學習成效，但感受因人而異。 三、 將數位遊戲式學習軟體 Wordwall 應用於漢字學習能夠增加學習興趣。Chinese characters are logographic, presenting a significant challenge for native English speakers who are accustomed to alphabetic scripts. Most Mandarin textbooks on the market focus on words rather than individual characters, lacking detailed explanations for individual characters.To address this issue and to improve learners' character learning effectiveness, a supplementary character-based material was created, which includes key-image mnemonics learning, the introduction and practice of character components. Additionally, the digital game-based learning software Wordwall was used as a review tool. The study involved 18 adult beginner learners whose native language is English, divided into an experimental group and a control group, conducting an eight-week course with two hours of class per week. For both groups, the content of the courses was the same, but different homework assignments were given: the experimental group used the character-based supplementary material, while the control group used the workbook from Mandarin textbook Let's Learn Mandarin.

Before the experimental course began, a pre-course questionnaire was distributed to the entire class to understand their Chinese learning background and difficulties in learning Chinese characters, and a pre-test was administered right after the questionnaire. During the experimental course, immediate tests were conducted using the vocabulary from Lessons 4 and 5 of Let’s Learn Mandarin Book 1. Achievement tests were administered at the end of each lesson. After the course ended, a post-test was conducted, and post-course questionnaires were distributed to the students in the experimental group, followed by interviews to gather their opinions on the supplementary Chinese character materials. After integrating and analyzing the test results, questionnaires, and interviews, the following conclusions were drawn:1. Supplementary Chinese character material can enhance learners' understanding of character components. 2. The Key-image teaching method can improve the effectiveness of Chinese character learning, but its perception varies from person to person. 3. Applying the digital game-based learning software Wordwall to Chinese character learning can increase learning interest.