| 摘要: | 本研究探討透過三種認知加工教學的方式教授兩位越南籍英文佳的在台留學生學習漢字的過程，研究在漢字的學習過程中的較有效的學習漢字方式。本研究通過對漢字字形、字音、字義的回憶來衡量不同的認知加工策略如何影響漢字的記憶。在單字的學習過程中研究三種類型的信息加工策略: 「死記硬背(rote memorization) -淺層次加工方式 」、「學習者自行生成故事 -深層次加工方式 」、「老師教學部件說故事 -深層次加工方式 」。並採用課後20分鐘即時記憶和課後48小時延宕記憶的測驗來檢測學生們對漢字字形、字音、字義認知加工的回憶。
本論文在研究越南學生學習漢字過程中發現:(1)策略行爲結果跟前人的相符;(2) 第一段的自己探討時間是必要的，對兩位學生來説他們會利用這段時間學習筆畫，調整自己的字形平衡;(3)兩位學生都用筆順書寫漢字，但分析型的學生從第一個禮拜開始就開始注意到部首的作用，還會刻意地分開聯係部首，而視覺型一直用圖像整體地學習漢字，因此在一個更大的班級中分析型和視覺型的學生都很可能存在，所以部首教學和圖片在教學上都有增加學生記憶的用途; (4)部件的複雜性會影響漢字的記憶，學生們都會把每個字的部件分得非常細,，跟母語者的”部件”概念不一樣。(5)學生常用自己的科學知識和聯想和方法來幫助記憶漢字，分析型的學生常用筆畫幫助自己寫字;(6) 本研究發現學生會用以前學過的字的發音; (7) 部件的位置也會影響漢字的記憶，因此在積纍了很多漢字的時候，自己編故事的策略反而變成學生的的負擔，特別是16個小時後。因此遇到新的部首或複雜的漢字時，老師可以依據説文解字來提供圖片,講解漢字和漢字演變的歷史。本論文的教學過程有效，因爲在5個月後的識讀測驗中(在完全沒有複習的情況下)漢字的保留(retention)仍有一定的成效，就是認可本研究的最好證據。本研究希望分析在這三種加工方法中，通過漢字字形、字音、字義回憶之間差異的比較，比較哪一種加工方式能顯著增強學生們對漢字的記憶。
This research explores the process of teaching Chinese characters to two Vietnamese students in Taiwan who are excellent in English through three cognitive processing teaching methods, and researches the most effective way to learn Chinese characters in the process of learning Chinese characters. This study measures how different cognitive processing strategies affect the memory of Chinese characters by recalling Chinese characters' shape, sound, and meaning. Investigate three types of information processing strategies in the process of word learning: "rote memorization - shallow processing method", "learner's own story - deep processing method", "teacher teaching component talk" Stories - Deep Processing Methods". In addition, 20 minutes of immediate memory after class and 48 hours of delayed memory after class were used to test the students' recall of the cognitive processing of Chinese character shape, sound and meaning.
In the process of studying Chinese characters of Vietnamese students, this thesis found that: (1) the results of strategic behavior are consistent with those of the predecessors; (2) the first period of self-discussion is necessary, and for the two students, they will use this time to learn (3) Both students use stroke order to write Chinese characters, but the analytical student begins to notice the role of radicals from the first week, and will deliberately separate and connect the radicals, while The visual type has always used images to learn Chinese characters as a whole, so in a larger class, both analytical and visual students are likely to exist, so both radical teaching and pictures are used in teaching to increase students' memory; (4 ) The complexity of the parts will affect the memory of Chinese characters, and the students will divide the parts of each character very finely, which is different from the concept of "parts" of native speakers. (5) Students often use their own scientific knowledge and associations and methods to help memorize Chinese characters, and analytical students often use strokes to help themselves write; (6) This study found that students use the pronunciation of previously learned characters; (7) The components of Position also affects the memory of Chinese characters, so when a lot of Chinese characters are accumulated, the strategy of making up stories by yourself becomes a burden for students, especially after 16 hours. Therefore, when encountering new radicals or complex Chinese characters, teachers can provide pictures and explain the history of Chinese characters and the evolution of Chinese characters according to the explanation of the characters. The teaching process of this paper is effective because the retention of Chinese characters in the literacy test 5 months later (in the case of no review) has a certain effect, which is the best evidence for the recognition of this research. This study hopes to analyze the differences among the three processing methods, through the comparison of Chinese character shape, word pronunciation, and word meaning recall, and compare which processing method can significantly enhance students' memory of Chinese characters. |
