Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86452
Title: 泰籍學習者漢字視覺之聯想途徑
The Path of Chinese Characters Association Through Thai Learners' Visual Perception
Authors: 曾金金 教授
姚倩儒
SIRIPHEN KAMPHANGKAEW
Keywords: 字詞聯想
漢字認知
泰籍學習者
視覺
心智圖法
Character Association
the Chinese Character Cognition
Thai Learners
Visual Perception
Mind Maps
Issue Date: 2010
Abstract: 本文透過視覺管道的刺激探討泰籍學習者漢字之聯想途徑,並分析泰籍學習者漢字視覺的聯想順序、思維形式等反應情況。同時,從形體聯想反應進而初探學習者對字形組構單元的加工處理模式,接著從其外形考察字形和圖形的處理情況,並且針對問卷調查所得到的結果釐清學習者對漢字基本概念,聲符、意符、部首、部件及其結構的理解狀況。再者,根據Oxford(2006)所提出來的語言學習策略量表(Strategy Inventory for Language Learning)推論學習者學習策略的使用概況。最後,試圖建立基於部件教學理念的教學對策,以便增強漢語教學與漢字學習的規律性和系統性。 本文檢視與漢字認知、視覺素養、字詞聯想、感官與記憶處理歷程、語言與思維,以及心智圖法等各方面相關理論與研究。其中,本文以成分分析法(compositional analysis)為核心,從漢字形體、音韻、語義和個別化進行研究受試者之聯想思維途徑。結果顯示:(1)初級泰籍學習者漢字視覺的第一個聯想反應為形體聯想語言思維形式。(2)他們最常使用的聯想途徑以語義聯想居多,接著是形體聯想,最少被使用的則是音韻聯想。其中,語言思維形式比例高於非語言思維形式。(3)刺激管道對學習者漢字聯想的結果影響很大,所以使研究結果中的音韻聯想幾乎起不了什麼作用。(4)整字單元是學習者最常使用的形體處理方式。(5)對於漢字聲符、意符、部首及部件的理解情況,大多數學習者不知道這些教學用語的概念。至於漢字結構部分,測試結果顯示受試者的正確比率高達百分之七十。 最後,運用心智圖法繪畫原則與新舊知識銜接相關理論輔以部件教學,作為日後漢語教學或漢字學習之參考。
This article aims to study the association of Chinese characters through stimulation of visual perception to analyze how Thai learners react to the order of association and their form of thinking towards Chinese characters through perception. In the meantime, we also study process of Thai students evaluations about their knowledge of basic elements of Chinese characters and theirs association including research and study of how and which direction the result of their reaction between characters and pictures through their visual perception of characters will be, together with questionnaires to examine students’ understanding the concept of Chinese letters, for instances, their knowledge of Chinese phonogram, ideograph, Chinese radicals, characters components and their structures. Moreover, we infer the way Thai study Chinese letters in according to Oxford (2006) who presented ‘Strategy Inventory for Language Learning’ in which this strategy has always been used by many researchers to study about children learning technique. For the final part of this thesis, we attempt to present method of learning and teaching Chinese characters in regard to the regular Chinese language teaching and learning that focus on characters components in order to develop Chinese learning and teaching in Thailand involving enhancing students method of studying Chinese characters in more systematic way. This paper consists of research, relevant theories and researches, for instances, Chinese characters cognition, visual perception, characters association, process of perception and memory, language and thought and mind maps. The core part of analyzing research results is compositional analysis by dividing into Characters, phonological, semantic and idiosyncratic associations which the results of research are as the following: (1) the first reaction of Thai learners when they first saw the letter was character association in the form of language; (2) the way that learners used the most was semantic association, the next below was character association and the least was phonological associations, however, the form of thought in associating that used the most was thinking in form of language; (3) the way that used to stimulate reaction of character association might affect the result, in other words, we stimulated characters association approach through visual perception in this experiment, as the result, most of students would not think of phonological association approach in which we rarely saw the role of Chinese characters phonetics in students who study mainly on phonetic context as a form of characters; (4) process and form of characters evaluation that was used the most among Thai learners was taking the whole unit of character as a basis; (5) from the questionnaires, we found that Thai learners’ understanding of Chinese phonogram, ideograph, radicals and components were not very much. They did not have much knowledge about basic of Chinese characters. For the understanding of Chinese characters structures, even though, from the results, they also did not know much of this, they showed to have correct answers as high as 70 percent in the fourth part of the test which was about their understanding about Chinese characters. Finally, we can apply the use of mind maps and convergent theories of old and new knowledge in learning and teaching Chinese language in order to promote the efficiency in learning and teaching Chinese components as well as being the reference for future study of learning and teaching Chinese language or learning Chinese characters.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695240376%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86452
Other Identifiers: GN0695240376
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