中級課程近義詞之偏誤情況與教學策略-以時代華語四作業練習為例

CCUR > College of Education > Department of Education > monograph > Item 987654321/53722

Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/53722

Title:	中級課程近義詞之偏誤情況與教學策略-以時代華語四作業練習為例 Errors and Teaching Strategies of Synonyms in Intermediate Courses: Taking Modern Chinese Workbook 4 as an Example
Authors:	張金祝 CHANG, CHIN-CHU
Contributors:	華語文教學碩士學位學程
Keywords:	詞素近義詞近義詞偏誤中級華語時代華語 morpheme synonyms synonym error intermediate Chinese Modern Chinese
Date:	2024
Issue Date:	2024-12-02 11:48:21 (UTC+8)
Abstract:	漢語近義詞長期以來受到語言研究者的重視，因其辨析不易且數量繁多，不但對華語教學者來說是一項挑戰，對華語學習者來說更是一大學習難點。本研究針對中級教材《時代華語》第四冊作業簿之近義詞填答練習，探討學習者的偏誤情況，蒐集三十四位中級學習者之作業答案，再篩選出學習者錯誤率達百分之二十五以上之詞語，將其視為容易令學習者發生混淆偏誤之近義詞。接著針對偏誤詞語設計詞素分析教學活動，並對進入該課程之學生進行教學，最後評估成效。研究結果顯示，詞素教學有助於學習者分辨近義詞，但仍須兼顧語法及搭配詞語的教學。詞素釋義輔以語法及語用的教學方法，可使學習者對近義詞的掌握更加全面。此外，本研究亦發現學生部分錯誤源於對練習題語境的認知差異，因此在設計教學時，應充分考慮語境設計及相關訊息的提供方式。本研究主要目的在於瞭解外籍中級學習者在《時代華語》第四冊教材近義詞上的偏誤情況，期待透過詞素分析教學能協助學習者快速分辨近義詞並進而運用，也希望能將研究結果提供與中級華語教師，以作為近義詞教學參考。 Chinese synonyms have long been valued by language researchers. Because they are difficult to distinguish and are numerous, they are not only a challenge for Chinese language teachers, but also a major learning difficulty for Chinese language learners. This study focused on the synonyms exercises in the intermediate textbook Modern Chinese IV to explore the learners' errors. It collected homework answers from thirty-four intermediate learners and screened out words with learners' error rates of more than 25%, treating them as synonyms that are likely to cause confusion among learners, and then designed morphemic analysis teaching activities for incorrect words, taught the students who entered the course, and finally evaluated the effectiveness. Research results show that morpheme teaching can help learners distinguish synonyms, but the teaching of grammar and collocation words must still be taken into consideration. Teaching methods that use morphemes to explain meanings, supplemented by grammatical and pragmatic functions, can enable learners to master synonyms more comprehensively. In addition, this study also found that some of students' errors stem from cognitive differences in the context of the exercise questions. Therefore, when designing teaching, full consideration should be given to context design and the way in which relevant information is provided. The main purpose of this study is to understand the errors made by foreign intermediate learners on synonyms in the Modern Chinese IV textbook. It is expected that through morphemic analysis teaching can help learners quickly distinguish synonyms and then use them. It is also hoped that the research results can be provided to intermediate Chinese teachers as a reference for teaching synonyms.
Appears in Collections:	[Department of Education ] monograph

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	10	View/Open

View Licence

Loading...