發展適合華裔學習者之漢字教學教材

華裔學習者有其獨特的學習背景與學習需求。目前雖有一些針對 18~24 歲之大學華裔學習者出版之教材，如：《實用中文讀寫一》、《實用中 文讀寫二》、《A plus Chinese 1》、《A plus Chinese 2》及語言中心之自編教 材等，但教材本身在漢字教學方面均仍不夠豐富，教師往往在教學過程中 需要製作許多補充教材，以因應教學上之需求。未來在教材方面，可發展 並編寫能提升華裔學習者之漢字閱讀寫作能力之具針對性之教材。

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石定果(1997)。漢字研究與對外漢語教學。語言教學與研究，1，29-41。。

朱仲謀譯(2004)。行動研究原理與實作。台北：五南出版社。

朱媞媞(2007)。華裔學生學習漢語的心理特徵與文化關鍵期問題。華僑大學學報，

4，117-122。

朱志平(2009)。美國華裔學生在漢語課堂中的優勢和問題。北京師範大學學報，

6，98-104。

李培元、任遠(1986)。漢字教學簡述。第一屆國際漢語教學討論會論文選。北京：

北京語言學院出版社。

李嘉郁(2000)。華裔學生歷史文化教育方法淺談。華文教學與研究，1，62-65。

李連珠(2006)。全語言教育。臺北:心理出版社。

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施正宇(1999)。外國留學生形符書寫偏誤分析。北京大學學報，4，147-153。

施正宇(2008)。詞、語素、漢字教學初探。世界漢語教學，2，109-118。

夏林清譯(1997)。行動研究方法導論—教師動手做研究。台北：遠流出版社。

萬業馨(2004)。從漢字研究到漢字教學。世界漢語教學。2，40-48。

鄭繼娥(2001)。漢字認知心理研究成果與漢字教學。成都教育學院學報，2，39-41。

劉莉(2006)。華裔學生中文教學特點—兼談配合《中文聽說讀寫》而做的補充閱

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顧穎、楊文惠(2006)。筆位變體與筆畫教學。雲南師範大學學報，5，15-17。

二、英文部分

Bailey,K. (1986). Class Lecture. Spring 1986. Monterey Institute of International Studies.

Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers' principles and classroom practices. Applied

linguistics, 22(4), 470-501.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy (Vol. 1): Prentice Hall Regents New Jersey.

Christensen, M., & Wu, X. (1993). An Individualized Approach for Teaching False Beginners. Journal of the Chinese Language Teachers Association, 28(2), 91-100.

Dai & Zhang. (2008). What Are the CHL Learners Inheriting? In Chinese as a Heritage Language: Fostering Rooted world Citizenry. 37-51. National Foreign Language Resource Center, University of Hawaii Press.

Ellis, R. (1994). The study of second language acquisition: Oxford University Press.

Froese, V. (Ed.). (1996) Whole Language- Practice and Theory. Needham Heights, MA: Allyn and Bacon.

Gallagher, M. W. (1996). Optimizing unique opportunities for learning. A View from Within: A case study of Chinese heritage community language schools in the United States. Washington, DC: National Foreign Language Center.

Gambhir, S. (2001). Truly less commonly taught languages and heritage language learners in the United States. Heritage languages in America: Preserving a national resource, 207-228.

Giles, H., & Byrne, J. L. (1982). An intergroup approach to second language acquisition. Journal of Multilingual & Multicultural Development, 3(1), 17-40.

Goodman, K. S. (1986). What’s whole in whole language? Portsmouth, NH:

128 Heinemann

Hendryx, J. D. (2008). The Chinese heritage language learners' existing linguistic knowledge and abilities. Chinese as a heritage language: Fostering rooted world citizenry, 53-66.

Kachru, B. (1977) New Englishes and Old Models. English Language Forum, July.123-125.

Ke, C. (1998). Effects of language background on the learning of Chinese characters among foreign languages students. Foreign Language Annals, 31(1), 91-100.

Kondo, K. (1999). Motivation bilingual and semibilingual university students of Janpanese: An analysis of language learning persistence and intensity among students from immigrant background. Foreign Language Annual, 32(1), 77-88.

Krashen, S. D. (1980). The input hypothesis. In J. E. Alatis (Ed.), Current issues in bilingual education: Georgetown University Round Table on Language and Linguistics. Washington, DC: Georgetown University Press. 168-180.

Krashen, S. D. (1981). Second language acquisition and second language learning.

Oxford: Pergamon.

Lambert, W. E. (1972). Language, psychology, and culture (Vol. 5): Stanford University Press.

Li, Duanduan &Patricia A. Duff. (2008). Issues in Chinese Heritage Language Education and Research at the Postsecondary Level. In He, Agnes Weiyun

& Xiao, Yun (Eds.), Chinese as a Heritage Language: Fostering Rooted World Citizenry(pp. 13-33). National Foreign Language Resource Center, University of Hawaii at Manao.

Lu, Xuehong and Guofang Li. (2008).Motivation and Achievement in Chinese Language Learning: A Comparative Analysis. In In He, Agnes Weiyun & Xiao, Yun (Eds.), Chinese as a Heritage Language: Fostering Rooted World Citizenry.

National Foreign Language Resource Center,University of Hawaii at Manao.

Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language learning, 22(2), 261-273.

McGinnis, S. (1996). Teaching Chinese to the Chinese: The development of an assessment and instructional model. Patterns and policies: The changing demographics of foreign language instruction, 107-121.

Pattison, P. (1987). Developing communication skills. Cambridge. Cambridge University.

Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual & Multicultural Development, 7(5), 379-392.

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Shen, H. (2003). A comparison of written Chinese achievement among heritage learners in homogeneous and heterogeneous groups. Foreign Language Annals, 36(2), 258-266.

Skehan, P. (1998). A cognitive approach to language learning: Oxford University Press.

Spolsky, B. (1969). Attitudinal aspects of second language learning. Language learning, 19, 271-283.

Tse, L. (2000). The Effects of Ethnic Identity Formation on Bilingual Maintenance and Development: An Analysis of Asian American Narratives. International Journal of Bilingual Education and Bilingualism, 3,3,

185-200.

Wang, S. C. (1999). Teacher training: Meeting the needs of the field. In M. Chu (Ed.), Mapping the Course of the Chinese Language Field (Chinese Language Teachers Association Monograph Series, Volume III, pp.25-36).Kalamazoo, MI: Chinese Language Teachers Association.

Wang, S.C. & Green, N. (2001). Heritage Language Students in the K-12 education system. In J.K. Peyton, D.A. Ranard, S. McGinnis (Ed.) Heritage Language in America, Preserving a National Resource .(P167-196). IL:Delta Publishing Company.

Weaver, C.Stephens, D.& Vance, J. (1990). Understanding whole language: From principles to practice: Heinemann Portsmouth, NH.

Weger-Guntharp, H. (2006). Voices from the margin: Developing a profile of Chinese heritage language learners in the FL classroom. Heritage Language Journal, 4(1),29-46.

Wu, S. M. (2007). Robust learning for Chinese heritage learners: Motivation, linguistics and technology. Teaching Chinese, Japanese, and Korean heritage language students: Curriculum needs, materials, and assessment, 271-297.

三、網路資源

謝天蔚(2004)。美國大學中文教學與中學銜接問題。2012年4月30日，取自：

http://csulb.edu/~txie/papers。

黃沛榮(2005)。漢字教學的字形工具。第四屆全球華文網路教育研討會網站論文 集。2006 年4 月11 日，取自：

http://edu.ocac.gov.tw/discuss/academy/netedu04/ICICE2005/about.htm。

四、教材部分

國立台灣師範大學國語教學中心主編(2010)。實用中文讀寫一。台北：正中書局。

國立台灣師範大學國語教學中心主編(2010)。實用中文讀寫二。台北：正中書局。

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國立臺灣師範大學國語教學中心主編(2008)。Advanced A Plus Chinese 1。台北：

聯經。

國立臺灣師範大學國語教學中心主編(2009)。Advanced A Plus Chinese 2。台北：

聯經。

劉珣主編(2008)。新實用漢語課本第一冊。北京：北京語言大學。

劉珣主編(2008)。新實用漢語課本第二冊。北京：北京語言大學。

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附錄

附錄一、期初學習者需求分析問卷

漢字課程期初需求分析問卷

Needs Analysis Questionnaire of Chinese Characters Reading and Writing Class

學習者背景 Learner Background

1. 姓名 Name： ___________ (中文 Chinese) _____________ (英文 English) 2. 年齡 Age：__________________

3. 國籍 Nationality： _________________

4. 母語 Mother Tongue： _________________

5. 教育程度 Education：______________ 主修 Major：__________________

6. 使用中文的背景：Chinese background

 我和家人大部分時間都說中文 I speak Chinese with my family all the time

 我跟家人有一半的時間說中文 I speak Chinese with my family half the time

 我很少跟家人說中文 I seldom speak Chinese with my family

 我跟家人說或廣東話或其他中國方言 I speak Cantonese or other Chinese dialects with my family

 我只聽中文，但跟家人不說中文 I listen to Chinese, but I don’t speak Chinese with my family

 其他______________ Others

7. 學中文的時間 Chinese learning background

 從來沒學過中文 I have never learned Chinese before

 家裡(父母/親戚教) _____年______個月 (每週______小時) At home (taught by parents/relatives) ____ year _____month(s) (___hour(s)/week)

 在學校或中文學校 _____年______個月 (每週______小時) At school or in Chinese school

 大學 _____年______個月 (每週______小時) University

 大學以後 _____年______個月 (每週______小時) After University

 其他 ______________ Others

8. 在美國，我主要學 簡體字 繁體字 兩種都學過

In the US, I mainly learn Simplified Chinese Traditional Chinese Both 9. 除了中文，你還學過其他語言嗎? 是 否

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Other than Chinese, have you learned other languages before? yes no 你還學過哪些語言?_________________________________________

What other languages have you learned before?

漢字學習歷程 Chinese characters learning experience

10. 你認為在來T大的中文課之前，自己對漢字掌握得多好？ How do you evaluate your Chinese characters reading and writing ability before coming to the Chinese class?

非常不好 不好 普通 還不錯 非常不錯 very bad bad average good very good 11. 你覺得你現在對於漢字的學習有哪些問題？(可複選)

What difficulties do you think you’re encountering now? (one or more than one answers)

認為漢字難寫 Chinese characters are difficulty to write for me.

無法記憶漢字 It’s difficult for me to remember Chinese characters.

少寫或多寫筆劃與/或部件 I sometimes write less or more strokes or Chinese character components than needed.

將部件寫在不正確的位置 I sometimes write the Chinese character components in the incorrect places.

不了解部件的大小的比例 I don’t understand the ratio of the Chinese character components

我不知道正確的漢字筆劃 I don’t know the correct stroke order

其他 Others_____________________________________________________

13. 請回想一下，以前你學中文的時候，老師除了解釋漢字的寫法 (筆劃、筆順) 外，老師會不會介紹漢字的其他知識？老師介紹得如何？ (可複選)

Reflect your previous Chinese learning experiences. Did your teacher

introduce other details of Chinese characters, other than the strokes and total stroke numbers of Chinese characters? What do you think about his/her teaching? How are you satisfied with the teaching?

沒有介紹 The teacher didn’t introduce anything other than strokes

介紹該漢字的來源、故事 The teacher introduced the stories of the Chinese characters

介紹該漢字部件 The teacher introduced the components of the Chinese characters

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進行字形相似漢字的對比 The teacher compared and analyzed some similar Chinese characters

指出學生常有的偏誤，如：多、少寫筆劃、部件大小比例不正確 The teacher pointed out the common mistakes, such as additional or lack of

strokes, incorrect ratio of the Chinese character components

其他： ______________________________________________

Others

14. 當碰到難記的漢字，你的教師是否告訴你如何記住那些漢字？如何？你對那 些內容的滿意度如何？(可複選)

When you encountered some Chinese characters that are difficult to remember, did your teacher tell you how to remember the Chinese characters? How did she/he tell you?

沒有，只是讓學生自己去找學習的方法 No. My teacher only let the students find their learning methods.

告訴學生字的來源或結構，如：漢字是從圖像演變出來的

My teacher taught the students the origin and the structure of the Chinese characters,such as: the Chinese characters are derived from pictures.

為學生講解展示漢字的演變 My teacher showed us the development process of Chinese characters

告訴學生其他的技巧，如：建議把字看成可關聯到字義的圖畫

My teacher showed us other techniques, such as seeing Chinese characters as

pictures that are associated with the meaning of the Chinese characters.

其他： ______________________________________________

Others

15. 你覺得你自己本身用來克服難掌握漢字的最有效的技巧為何？

What strategies do you use in learning Chinese characters that you think are difficult to read or write?

抄寫抄得更多 Write it again and again

單純應用課堂上老師指導的方法於其他字 I apply the methods my teachers taught me and apply them to other characters I learn, too.

自己判斷那個字或者字的各部分長得像什麼，再找辦法將發音和意義給連 接起來 I judge by myself how the characters look like, and find a way by myself to link the pronunciation and meaning

其他 others: ______________________________________________

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附錄二、期末問卷

中文課期末問卷 1. How are you satisfied with the textbook?

very satisfied satisfied average not satisfied very unsatisfied 2. Which part of the textbook do you think that helps you learn Chinese most?

(single choice)

vocabulary syntax practice (making sentences) dialogue there’s pinyin/zhuyin next to the vocabulary there are activities on the textbook

there are extra reading passages Other________________________

3. Please tell us why you think that this part of the textbook is most practical or helpful in learning Chinese:

__________________________________________________________________

4. Which part do you think that is impractical or not useful in the textbook?

__________________________________________________________________

Why?_____________________________________________________________

5. Did you know the name of the basic strokes in Chinese characters before coming to OCAC?

yes no

6. How do you think that the course unit of “basic and combined strokes of Chinese characters” helps you remember the Chinese characters?

 Very helpful helpful only a little helpful totally unhelpful

7. Did you know the name of the stroke order in Chinese characters before coming to OCAC?

yes no

8. How do you think that “stroke order” helps you remember the Chinese characters?

 Very helpful helpful only a little helpful totally unhelpful

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9. Did you know the “radicals” in Chinese characters before coming to OCAC?

yes no

10. How do you think that learning Chinese radical helps you remember the Chinese characters?

 Very helpful helpful only a little helpful totally unhelpful

11. How do you think that the Chinese games in class helped you learn Chinese?

 Very helpful helpful only a little helpful totally unhelpful

12. Which are of the following do you think that you have improved most in OCAC ? (you can choose more than one answer)

 Vocabulary  To remember the way to write Chinese characters

The ability and the speed about writing Chinese characters  listening

speaking reading writing Others _____________

Because___________________________________________________________

13. Which activity or teaching method/content do you think that is interesting and helpful to you in learning Chinese?

I think that

________________________________________________________，

Because___________________________________________________________.

14. Which kind of activities or teaching content do you think that the teacher can do/add in class?

__________________________________________________________________

15. Other suggestions:

__________________________________________________________________

Please answer the following question regarding your views on learning Mandarin Chinese:

16. When learning Mandarin Chinese, one must understand the meaning and can read the characters.

 strongly agree agree neutral disagree strongly disagree

Why?Please explain:_________________________________________________

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17. When learning Mandarin Chinese, one must be able to pronounce every character.

 strongly agree agree neutral disagree strongly disagree

Why?Please explain:_________________________________________________

18. When learning Mandarin Chinese, one must be able to write the characters.

 strongly agree agree neutral disagree strongly disagree

Why?Please explain:_________________________________________________

19. When learning a new character，how many times must you write the character in order to remember it? Please explain your method of learning Mandarin Chinese characters in detail.

Answer: I need to write it _______ times, and my method is

__________________________________________________________________

Thanks so much for your help 

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附錄三、教師問卷

針對中級美國華裔學習者之漢字教學行動研究 教師問卷

親愛的受訪者，您好！

此份問卷是為了了解目前台灣針對華裔學習者之漢字教學情況，此份調查僅供 研究用，請您安心填寫！感謝您的合作！

國立臺灣師範大學華語文教學研究所 研究生 葉佳恩 敬上 Part I

1. 性別： □男 □女

2. 服務單位：______________

3. 年齡： □21~25 歲 □26~30 歲 □30~35 歲 □35~40 歲 □40 歲以上 4. 教學年資：______年

5. 教授華裔班年資：□ 6 個月~1 年以下 □ 1~2 年 □ 3~5 年 □ 6 年以上 6. 教授華裔班時使用之教材：______________

7. 是否有國外教學經驗？ □有 □無

7. 是否有國外教學經驗？ □有 □無

在文檔中 針對美國華裔學生之漢字教學與行動研究 (頁 135-157)