第五章、 結論與建議
第二節、 結論
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法」。若是開設專門的漢字課程，則可以更加完善地規劃教學內容，以單元的形 式，從字形、語音依序再到意義的結構逐漸增強學生的概念，結合書法與六書意 義作更為詳細的講解。此外，教師對於那些具有漢字書寫和辨認困難的學生，可 以與他們討論背誦漢字的方法，至於字彙量更高的學生，應著重於讓他們注意那 些讀音與聲旁較不一致的漢字。
關於教材的建議，對外漢字教材有部分多採取圖像式記憶法，以故事性、圖 像等方式引起學習者興趣，追溯字源讓學生能從頭理解漢字意義與字形變遷，不 過適合以這種方式描述的字仍僅限於少數的象形字和指事字。基於本研究結果，
建議可以編製以形聲字為主的輔助教材，用提供字組的方式強調字音和字形之間 的關聯，尤其是字形與字音高度一致的字組，幫助學生歸納整理聲旁的規則，或 是同「集中識字教學法」思考如何以趣味性的方式，羅列字形、結構相近的漢字，
輔助學生自學，以增加個人的字彙量，一來能提早建立學生對形聲字知識的背景 知識，二來也能補足坊間漢字教材較為缺乏的部分，使對外漢字教材更為多元。
第二節 結論
漢字書寫系統的獨特性是令華語學習者在學習過程中信心受挫的原因之一，
即便已學習華語一至二年，學生還是經常有認不得所學漢字或是混淆的情況。前 人指出華語學習者具有一定辨認聲旁、義旁的能力，但並未討論他們在學習過程 中是否會累積出這樣的概念，相關歷程和作用仍尚待釐清。另外，華語課堂也較 少強調拆解部件功能的觀念，以及聲旁語音特徵對認字的重要性，這些是引起本 文進行研究的動機。而以往研究指出，形聲字形音對應的一致性特徵是隨著識字 量增加而建構出來的一種統計學習概念，而且具有發展的時序歷程，所以我們能 在不同年級的國小母語學童身上，看到逐漸增強的一致性效果，一致性特徵也因 此被認為是檢驗讀者內在對於形音對應關係的較好指標，與閱讀及識字能力有著 密切連結（舒華、周曉林、武寧寧，2000；李佳穎，2009；曾郁琳、李佳穎，2012）。
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本研究認為成人華語學習者在習得中文的過程中應有類似發展，以眼動方法 結合聽讀整合作業，將拼音文字背景的學習者作為研究對象，討論漢字聲旁一致 性對他們的意義。結果顯示即使學習者本身的母語並沒有漢字結構特徵，隨著學 習經驗以及詞彙量增加，也會使學生累積出形聲字聲旁一致性的概念。研究結果 也呈現中文能力差異，對中文能力較好的受試者而言，與語音連結關係較強的高 一致字凝視比例高，顯示他們已經建構漢字語音和字形的記憶網絡，因此一致性 越高的字，越容易連結語音和字形，影響較早的詞彙辨認過程，經由學習過程中 的認字、識字，學生能歸類字形與字音的共同特徵以及彼此的關聯。中文能力較 差的學生，雖然未顯示如同研究預期的一致性效果，但卻發現表音結合度對於初 級學生在早期辨認漢字有較大影響。可以推測對初級程度的學生而言，雖然掌握 的字彙量較少，但是字形包含結構、部件等次詞彙層次表徵的數量大小、熟悉度 和常見度高低，都可能是吸引他們注意力的重要因素，與高程度組已具備迅速對 應能力的結果不同。基於上述討論，本論文認為華語學習者於漢字學習的初期，
或許會因為書寫系統的不熟悉而用強記硬背的方式去記憶漢字，然而隨著識字量、
中文閱讀經驗的累積，能構築出類似於拼音文字的形音對應觀念，將字音與字形 配對，以更有效率的方式提取對應的漢字知識。
未來的相關研究可以考量以母語背景作為主題，本文雖以拼音文字背景的學 生作為研究對象，排除了日語、韓語背景的華語學習者，但對於日、韓學生是否 一定具備此種漢字統計學習的概念，目前也還沒有定論，後續可以這兩組背景的 學生做更加深入的探討與分析。另外，眼球追蹤技術已是一項成熟的研究工具，
其特性適合評量學習歷程和閱讀心理，因此有許多運用在語言學習的相關研究。
關於閱讀心理學的研究，在國外已有許多以第二語言、不同書寫系統語言為主題，
以眼動方法作為工具測量，華語熱興起後，雖然對中文本體的研究也越來越多，
可是大多仍透過質化方法以及教學實驗來討論學習成效、教學調整空間。日後若 有更多研究以眼動方法結合語言教學，討論與學習者有關的語言處理歷程，可替
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語言教學方法的改良提供更多客觀證據支持，而且也能驗證以往未能證實的理論 和假設。
以華語學習者為對象的研究，主要的研究限制之一在於實驗參與人數。研究 結果雖然可以看到形聲字一致性特徵的部分效果，但華語學習者的國籍十分多元，
不同母語背景造成結果也許會有差異，其影響程度是仍要再加以釐清的部分。此 外，中文能力的分組標準差異性依然存在，因國內華語中心的分班標準衡量的是 聽說讀寫並重的能力，有些受試者雖然口說能力較差，但閱讀能力卻超過該班級 應有程度，如何完善掌握受試者的確切中文程度和訂定組別仍是一項難題，或可 考慮設定評量工具再將受試者加以分組。實驗過程中，也發現受試者的中文識字 背景可區分為先學簡體字後學正體字、單純只在台灣學過正體字、先學正體字後 學簡體字三種，因此可能會造成閱讀、辨認漢字的影響，是需要再考量的部分。
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