臺日華語初級教材對比分析研究——以《當代中文課程1》與《日中いぶこみ交差点》為例

Abstract

本研究選取臺灣與日本的兩本初級華語教材—《當代中文課程1》與《日中いぶこみ交差点》作為研究對象，進行比較分析研究。探討兩本教材的相似處與相異處，以及各教材的優缺點。根據對教材的分析結果，對使用過各教材的日籍學習者進行訪談。根據教材分析及訪談的結果，提出對日初級華語教材的編寫建議及學習者使用兩本教材時應注意事項與有效學習方法。研究結果發現：兩本教材之間相似之處為學習主題的優先順序，以及有無練習題的解答。相異處為教材中的使用語言、生詞量、課文的翻譯之有無等。《當代中文課程1》的學習益處為簡體字的附記、課文的翻譯、例句的豐富性等。亦存在教材中的解說全英文、練習題未附解答問題等學習難點。《日中いぶこみ交差点》的學習益處為整本教材中設計發音篇和正文篇兩種、教材中的解說皆使用日文書寫等。學習困難點為未附課文翻譯、例句的缺乏。考量以上研究結果，研究者提出了今後編寫對日初級華語教材時的建議為，教材中的使用語言統一為日語、簡體字及正體字附記、設計針對日籍學習者的學習項目、登載更多例句，並附日譯等。此外，學習者使用兩本教材時，參考本教材內使用日文書寫的生詞及語法解說，或參考其他教材為輔助。In this study, the research purpose is a comparative analysis of two basic Chinese textbooks published in Taiwan and Japan “A Course in Contemporary Chinese 1” and “Japan-China Cross-cultural communication intersection.” By investigating the similarities and differences between them, I found the advantages and disadvantages of each textbook. Based on the results of this analysis, I interviewed some Japanese learners who had used either of them. As a result of the analysis and the interviews, I suggest two opinions. First, the recommendation about compiling a beginners Chinese textbook for Japanese. Second, the points of attention and the effective learning methods when learners study Chinese using the two textbooks. In this results of the study, it found the similarities and the differences between the two textbooks. The similarities are the priority order of learning topics, and there is no answer to exercise, etc. The differences are the language used in the textbook, the amount of new words, and whether or not the original texts is translated, etc. The learning benefits by using “A Course in Contemporary Chinese 1” are written down in both traditional Chinese characters and simplified characters, translation of the texts, and a lot of example sentences, etc. However, there are also learning difficulties, such as the explanation of the textbook is written in English and there is no answer to exercise. The learning benefits by using “Japan-China Cross-cultural communication intersection” are constituted from"Pronunciation part" and "Text part", and the explanation of the textbook written in Japanese, etc. However, there are also learning difficulties, such as there is no translation of the texts and lack of example sentences. From the above research results, I suggest several advices about compiling a beginners Chinese textbook for Japanese in the future. First, it has to use only Japanese as a textbook language. Second, it is better to write down in both traditional Chinese and simplified characters. Third, constitute learning programs for Japanese learners. Fourth, put on a lot of example sentences in the textbook. And finally, put on the Japanese translation of the text. In addition, when using the two textbooks, learners should refer to the words and grammar explanations written in Japanese in this textbook. It may also be helpful to learn by referring to other textbooks.