中韓同形漢字詞在華語詞彙教學的應用與學習成效

Abstract

本研究旨在探討中韓同形漢字教學方法與傳統教學方法在低年級韓國學生學習漢字詞彙方面的效果。韓國歷史上長期使用漢字，而現今漢字在韓語中仍佔有重要地位，形成了許多中韓同形詞。這些詞彙在漢語和韓語中具有相同或非常相似的形式，這種形式上的相似性有助於學生更快地掌握漢字，並啟發他們對學習中文的興趣。本研究實驗透過對比分析，針對兩種不同教學方法下學生的學習成效進行評估。研究週期為 10 週，實驗課與對照課，實驗課使用 32 個同形詞彙，採用《我也繪漢字 1》的內容自製教材並使用鍵接圖與字卡補助學習。而對照課則使用《學華語向前走 第一冊》教材，對照課使用 32 個主題式詞彙，採用主題的歌曲、閱讀句型學習。研究通過課後測驗和數據進行分析，得到以下研究結果：一、實驗課的學生在鍵接圖學習中顯示出較高的詞彙記憶率和理解度，證明鍵接圖在漢字學習中的學習效果。二、測驗結果顯示，在對照課中，學生對詞彙的掌握效率低於實驗課，這些發現強調了中韓同形漢字教學方法在提升語言學習效果中的重要性。三、學生對中韓同形漢字教學方式表現出較高的學習動機和積極參與度。This study aims to explore the effectiveness of using Sino-Korean homograph teaching methods compared to traditional teaching methods in the context of teaching Chinese characters to lower-grade Korean students. Historically, Korea has long used Chinese characters, and even today, they hold significant importance in the Korean language, creating many Sino-Korean homographs. These characters share the same or very similar forms in both Chinese and Korean, which aids students in more quickly mastering Chinese characters and inspires their interest in learning Chinese.Through comparative analysis, this study evaluates the learning outcomes of students under two different teaching methods over a ten-week period. In the 32 homograph vocabulary words were used, with self-made teaching materials based on"I Also Draw Chinese Characters 1," supplemented by semantic mapping and flashcards. In the control class, the textbook "Learn Chinese Step by Step Book 1" was used, employing 32 thematic vocabulary words along with songs and sentence patterns for reading practice. The study analyzed the post-test results and data from both classes, yielding the following findings: Students under Sino-Korean homograph teaching methods demonstrated higher vocabulary retention and comprehension rates when using semantic mapping, proving the effectiveness of visual aids in learning Chinese characters.Test results showed that students in the control class had lower vocabulary mastery rates compared to the experimental class, highlighting the importance of using Sino-Korean homograph teaching methods to enhance language learning outcomes.Students exhibited higher learning motivation and active participation in theSino-Korean homograph teaching method.