直覺對應式漢字聯想圖像與筆順書寫練習 對以中文為第二語言者漢字辨識及書寫成效的影響

Abstract

本研究以陳學志等人於2012年，依據漢語組字規則資料庫建立的三階段漢字字本位教學模式中，第一階段基礎字為研究材料，主要目的在探討直覺對應式漢字聯想圖像及筆順書寫學習二個教學策略對以中文為第二語言學習者的漢字辨識及書寫成效之影響。分為二個研究，研究一以30名未曾學習過中文之英文母語者及30名台灣大學生為研究對象，針對直覺對應式漢字聯想圖像進行評定；研究二為2（筆順學習與否）x2（書寫練習與否）的二因子混合實驗設計，以葡萄牙或西班牙文為母語且精通英語的中文初學者共91人為研究對象，探討筆順學習與書寫練習對漢字學習效果之影響。研究一顯示，直覺對應式漢字聯想圖與字義的聯結度之五點量表評定分數達到三分以上，顯示圖像與字義之間的聯結度達平均分數以上；研究二發現，學習者在書寫練習策略下的辨識與書寫學習效果顯著優於無書寫練習策略；而筆順學習與否對於漢字辨識的學習並無效果。綜合研究一與研究二的結果，顯見目前圖像本身具以聯結字義的功能，可於漢字教學時加入以輔助教學。另外，利用書寫作為記憶編碼的方式，有助於學習者的漢字辨識學習效果，驗證了多重編碼的學習理論，並且也突顯書寫在漢字學習中的重要性。

Based on the Chen’s (2012) Chinese character associative pictures, the purpose of this study was to investigate the effect of teaching strategies of Chinese character associative pictures, handwriting and stroke order learning on CSL learners. There were two parts in this study. First part takes 30 English native speakers who had never learned Chinese before and 30 undergraduate students in Taiwan as sample, and evaluated Chinese character associative pictures. Second part takes 91 Portuguese or Spanish native speakers who also know English very well as sample to investigate the impact of Chinese stroke learning and handwriting on effect of Chinese character learning. First part showed that the point of association Chinese character association picture and the meaning of the characters is over 3 in 5 point scale. Second part showed that the effect of character recognition and handwriting learning on handwriting practice strategy for learner is significant better than that with no handwriting practice. Accordingly, picture itself can link character-form and meaning together. Through stroke learning and writing practice, beginners can further understand orthography. This study demonstrated that the effect of learning Chinese character recognition can be improved through handwriting as the way of memory coding. This study also verified the Dual-coding theory, and highlighted the importance of writing in Chinese character learning.