在德國CFL大學生中文應用文寫作素養之表現分析

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dc.contributor林振興zh_TW
dc.contributorLin, Zhen-Xingen_US
dc.contributor.author藍燕嬋zh_TW
dc.contributor.authorLam, Yin-Simen_US
dc.date.accessioned2019-08-28T02:18:44Z
dc.date.available2018-01-01
dc.date.available2019-08-28T02:18:44Z
dc.date.issued2017
dc.description.abstract近年來，語言學習中有關語文素養的概念愈來愈受到重視，語文素養的定義、評量及提升策略等研究議題備受各方學者關注；但大部分的研究只集中探討母語語文素養，忽略了二語語文素養之研究發展。 正因過去研究中未見探究華語學習者之二語語文素養，以及相關之形成因素，研究者遂以中文成人語文素養指標架構及範例試題（柯華葳，2010）為基礎，發展出華語應用文寫作素養評量測驗及問卷調查之研究，分析德國波鴻魯爾大學CFL大學生的中文應用文寫作素養。 本研究之測驗及調查以上述大學29位修讀中國語文學系應用文寫作課的非華裔中級或以上華語學習者為研究對象，進行施測並統計，分析測驗數據後得出以下四個發現： 一、學習者之個人背景並非影響華語寫作素養的顯著因素。 二、學習者在華語寫作上的自我認知不足，尤其在華語應用文寫作格式方面的自我認知能力。 三、學習者的中華文化融入程度顯著影響其華語應用文寫作素養。 四、學習者的華語讀寫情形和態度顯著影響其於華語寫作中的語言組織及表達層面之能力。 本研究成果能作為華語教師及研究人員於語文素養及寫作教學上之參考。zh_TW
dc.description.abstractIn recent years, the concept about literacy in language learning has gradually earned more and more attentions. The definition, assessment and teaching strategy of literacy have been concerned much more than before. However, most of the researches only focus on first language literacy while the studies and development about second language literacy have almost been left in blank. Noticing the lack of studies about writing literacy in Chinese as a second language in the past, this study aims to look into Chinese practical writing literacy assessment. Based on the Language Framework for National Adult Literacy Assessment in Taiwan and the related sample test topics (Ke, 2010), this study has designed its own writing test and questionnaires to assess German CFL university students’ performance of Chinese practical writing literacy. This study invited 29 CFL students who studied in the Chinese practical writing class in a university in Germany. They were all non-Chinese and at B1 or above levels. We carried out a practical writing assessment and distributed questionnaires, and we have the following findings after data analysis: 1. CFL Learners’ backgrounds are not notable factors for Chinese writing literacy. 2. CFL Learners lack in self-awareness and self-cognition on Chinese writing, especially in the aspect of the form and format of Chinese practical writing. 3. The extent for CFL Learners to blend into Chinese culture remarkably affects their Chinese practical writing literacy. 4. CFL learners’ Chinese reading habits and attitudes notably affect their ability of language organization and expression in Chinese writing. The results of this study can be used as reference for further researches about literacy and teaching second language writing.en_US
dc.description.sponsorship應用華語文學系zh_TW
dc.identifierG060385003I
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060385003I%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/85313
dc.language中文
dc.subject語文素養zh_TW
dc.subject二語寫作zh_TW
dc.subject華語寫作zh_TW
dc.subject應用文zh_TW
dc.subject寫作評量zh_TW
dc.subject學習者背景zh_TW
dc.subjectLiteracyen_US
dc.subjectSecond Language Writingen_US
dc.subjectChinese Writingen_US
dc.subjectPractical Writingen_US
dc.subjectWriting Assessmenten_US
dc.subjectLearners' backgrounden_US
dc.title在德國CFL大學生中文應用文寫作素養之表現分析zh_TW
dc.titleAn Analysis on German CFL University Students' Performance of Chinese Practical Writing Literacyen_US

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