漢字形似字之相似度評定暨創意精緻化策略對其區辨成效之研究

Abstract

形似漢字的混淆，是以華語文為第二語言（CSL）學習者在學習過程中常見的錯誤。本研究的目的在探討CSL學習者對形似漢字的相似度評定情形與創意精緻化學習策略對形似漢字的區辦學習成效。研究一分析CSL學習在不同相似型態漢字間的相似度評定差異；研究參與者為80名臺灣師大華裔學生；研究工具為自編的相似字對評定作業「漢字字形評定量表」。以單因子變異數分析進行資料分析。研究二則旨在探討創意精緻化學習策略對相似字對區辨的學習成效，研究參與者為招募的23位CSL學習者。研究設計為受試者內設計，所有研究參與者均需學習由研究一中抽選10組相似字對，其中一半透過「自行觀察」情境進行學習，另一半透過「創意精緻化」情境進行學習。研究工具則為形似字對區辨教學材料、形似字對字義選擇配對測驗和漢字字形評定量表。所得資料以相依樣本t檢定進行分析考驗。研究一結果顯示，CSL研究參與者對於不同相似形態的相似度評定有顯著的差異，其中以增減筆畫型態最相似；研究二發現，創意精緻化策略對於字義選擇配對測驗有較顯著的進步，但創意精緻化和自行區辨兩種區辨學習策略對於形似字對的字形區辨的助益並無顯著差異，區辨教學前後的形似字對相似度評定分數並無顯著差異。最後本研究根據研究結果針對漢字辨識學習理論及教學實務提出建議。This thesis includes two studies. The participants in the first study were 80 ethnic Chinese whose native language is not Chinese. They were tested on various exercises with 60 character pairs of similar pattern to evaluate the rating of the similarity degree. The data was analyzed by descriptive statistics and the two-way ANOVA. The objects of the second study were 23 Chinese-as-the-second-language (CSL) learners. To discover how the creative radical elaborate mnemonics affecting the differentiation of similar characters during the process of target language learning, the data was examined by methods of descriptive statistics and the t-TEST. In the first study, it reveals obvious differences when the participants were tested on similarity evaluation with a series of characters of similar forms. The second study reflects the participants' progress was vivid when they apply the creative radical-sophisticated learning strategies to the test on distinguishing word meanings. However, the application of the strategy shows little influence on the rating of the similarity degree among participants. This thesis displays that various creative radical elaborate mnemonics are helpful in learning character pairs of similar patterns, including the sinogram-based theory, the key-images, the Chinese radicals and Chinese-stem deriving instructional method, and the elaborated instructional method. Moreover, the rating of the similarity degree is useful to reflect how well a learner can distinguish characters of similar patterns.