部件識字結合集中識字教學對美籍華裔兒童漢字認讀研究

Abstract

基於探討「部件識字結合集中識字教學」對美籍華裔學童漢字認讀能力表現之影響，本研究採行動研究，以美國新澤西州一所中文僑校9位四年級美籍華裔學生為研究對象，進行為期五週，每週兩節課，100分鐘之部件識字結合集中識字教學。研究者針對該班學童學習情況，編寫教學教材，揀選50個高頻部件及128個衍生字作為教學內容。研究以問卷調查和前後測驗設計進行，比較受試學童在研究教學前後在漢字學習興趣和漢字字形、字音、字義及運用能力的成效差別。研究結果主要發現如下： 一、從回饋資料分析顯示，超過八成的受試學童表示喜歡部件識字結合集中識字教學，且其學習漢字的態度由被動轉變為主動，有意願使用部件意涵猜測字義。 二、部件識字結合集中識字教學有助於美籍華裔學童彰顯漢字字形規律，進而提升其漢字字形認讀能力。 三、部件識字結合集中識字教學有助於美籍華裔兒童漢字字形—字音的轉換過程，並且透過表音部件和辨別多音字，加深漢字字音認讀能力。 四、部件識字結合集中識字教學有助提升美籍華裔兒童漢字字義辨識及推測能力，且對於原本無部件概念的學生幫助更為顯著。 五、部件識字結合集中識字教學雖有助提升美籍華裔兒童漢字運用能力，但其效果不如在字形、字音、字義層面顯著。The present study aimed to investigate the effects of integrating Chinese Radical Recognition Teaching Method and Characters In-Groups Teaching Method on the word recognition performance of American Chinese heritage children. This study conducted an action research method in a Chinese school located in New Jersey, USA. The 9 four-grade participants received a five-week course, involving instructions on 50 high-frequency radicals and their 128 derivative characters and phrases.Questionnaires as well as pre- and post-tests were administrated to compare and examine the effectiveness of enhancing students’ learning interests and their word recognition ability on the aspects of orthography, phonology, semantics, and usage. The main findings of the study are as follows:1. Over 88% of the students express that they regain the interests in learning Chinese characters and become more active to inspect the radical components of new characters to allude their meanings after accepting the instructions of Chinese Radical Recognition Teaching Method and Characters In-Groups Teaching Method.2. Chinese Radical Recognition Teaching combines Characters In-Groups Teaching does help students distinguish the rules of character structure and further enhance their word recognition ability in terms of orthography.3. Chinese Radical Recognition Teaching combines Characters In-Groups Teaching does benefit students in the process of orthography-to-phonology and they are able to transfer phonetic radicals to figure out the pronunciation and distinguish polyphones; therefore, strengthen their word recognition ability in terms of phonology.4. Chinese Radical Recognition Teaching combines Characters In-Groups Teaching does benefit students’ semantic acquisition, especially for those who have limited knowledge of Chinese radicals.5. Chinese Radical Recognition Teaching combines Characters In-Groups Teaching does help students use characters appropriately within sentence context; however, the effectiveness is not as significant as other aspects of orthography, phonology, and semantics.