中文成語理解的雙翼：語境與可分析性

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(1)95. 國立政治大學「教育與心理研究」 2014 年 3 月，37 卷 1 期，頁 95-121 DOI. 10.3966/102498852014033701004. 中文成語理解的雙翼：語境與可分析性鄭雅丰*. 摘. 梁雲霞**. 要. 本研究旨在探討語境和可分析性對中文成語理解的作用。實驗採用熟悉度（高、低）×語境（提供句子語境、成語單獨出現）×可分析性（高、中、低）的受試者內設計，共有60名大學生參與研究。本研究請大學生針對36個中文四字成語，利用書寫方式寫出成語的意義，以測量成語理解程度。本研究的結果顯示：語境和可分析性對於成語理解產生交互作用。語境的促進理解效果在低熟悉度、低可分析性時最強，隨著熟悉度和可分析性的提高，逐漸減弱。可分析性的促進效果明顯，在不同的語境條件和成語熟悉程度下，均仍可發揮促進理解的效果。本研究以階層迴歸分析控制熟悉度的影響之後，語境和可分析性都個別擁有獨特的貢獻力，可預測成人的成語理解表現。. 關鍵詞：中文成語、可分析性、成語理解、語境、熟悉度. *. 鄭雅丰：明新科技大學師資培育中心暨幼兒保育系助理教授梁雲霞（通訊作者）：臺北市立大學教育學系副教授誌謝：感謝兩位匿名審查委員的細心評閱，並惠予具體的建議，委員們的鼓勵與指正，讓本研究的修改歷程成為珍貴的學習經驗。作者亦感謝參與研究的臺北市立大學教育系、學材系與幼教系學生，以及三位目前已取得國立臺中教育大學語教系博士學位的評分員，有各位的熱情相助，本研究方得以順利完成，特申謝忱。電子郵件：yhliang@utaipei.edu.tw **. 收件日期：2013.01.03；修改日期：2013.05.15；接受日期：2013.10.01.

(2) 96. Journal of Education & Psychology March, 2014, Vol. 37 No. 1, pp. 95-121. The Two Wings for Comprehending Chinese Idioms: Effects of Context and Analyzability Ya-Feng Cheng*. Yun-Hsia Liang**. Abstract. This study examined the effects of context and analyzability on Chinese idioms comprehension. Based on a familiarity (high / low) × context (sentence context / isolation) × analyzability (high / medium / low) within-subject design, an experiment with 36 four-character Chinese idioms as materials was conducted. Participants were 60 undergraduates. They were asked to write out the meaning of each idiom to measure their comprehension performances. Results showed that there was a significant interaction between context and analyzability. The effect of context on comprehension was strongest when familiarity and analyzability were at their lowest levels. However, with the higher level of familiarity and analyzability, a gradually reduced effect of comprehension performance was found on context. Analyzability was also found to have a significant effect on comprehension. Such effect remained significant under different conditions of context and familiarity . Further hierarchical regression showed that after controlling the influence of familiarity, context and analyzability had a unique contribution to predict participants’ idiom comprehension respectively. *. Ya-Feng Cheng: Assistant Professor, Center for Teacher Education & Department of Child Development and Education, Minghsin University of Science and Techology ** Yun-Hsia Liang (Corresponding Author): Associate Professor, Department of Education, University of Taipei E-mail: yhliang@utaipei.edu.tw Manuscript received: 2013.01.03; Revised: 2013.05.15; Accepted: 2013.10.01.

(3) 97. Keywords: Chinese idioms, analyzability, idiom comprehension, context, familiarity.

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(24) 118 教育與心理研究 37 卷 1 期. 伍、結論與建議一、結論綜合本研究的結果，在中文成語的理解中，透過對語境和可分析性的作. 熟的、或者有技巧的成語學習者的狀態。那麼，在不同年齡的成語學習者身上，語境和可分析性的作用在成語理解中的發展軌跡和轉變機制為何？這是一個值得未來研究思索的方向。. 用進行探討，確實如研究者所推測的，. (二)本研究提供的是足量、但不過. 可以形成一個相互統合聯繫的理論模. 多的語境訊息，顯示的是將成語詞置於. 式。本研究結果傾向支持研究者所持的. 句子語境中來進行討論所得到的結果。. 假設，在理解成語的歷程中，不論是在. 然而，在日常的文本閱讀中，成語詞通. 高熟悉度或低熟悉度的條件下，運用語. 常是出現在文章段落或篇章之中。因. 境訊息和成語的可分析性特質，有助於. 此，研究者建議，未來研究可運用段落. 理解成語。且值得注意的是，在提升成. 或篇章故事做為語境編寫的型態，更深. 語理解表現的效果上，語境和可分析性. 入地探討閱讀活動中的中文成語認知歷. 這兩項因素具有合而不同的作用力。. 程。. 從研究中我們也可發現，在中文. (三)如果理解成語需要分析推論能. 成語理解的過程中，不論是在高熟悉度. 力的協助，這是否代表著需要閱讀理解. 或低熟悉度的條件下，語境的加入並沒. 技巧的配合，才能讓成語學習者理解成. 有減弱可分析性的作用力。中可分析性. 語？尤其是成語頻繁的出現在學校語文. 仍然是一個影響成人理解表現的重要指. 教育的教材中，成為教師教學和學生學. 標，只要成語具備了中等程度的可分析. 習的重要標的。那麼，針對閱讀理解和. 性，就足以顯著地提升成人的理解表. 成語理解之間的關係進行研究，應可提. 現。在中文成語理解的過程中，可分析. 供更豐富的實證基礎，以供成語教學做. 性保有顯著且穩定的助長理解作用。可. 為參考依據。. 見，善用成語的可分析性特質，是提升中文成語理解表現的有效途徑之一。. 二、建議根據本研究結果，研究者對未來研究提出下列三點建議： (一)由於本研究以成人大學生為對象，研究結果呈現的是在發展上較為成. 參考文獻李茂能（2010）。虛無假設顯著性考驗的演進、議題與迷思。測驗統計年刊， 18，1-22。【Li, M. N. (2010). Null hypothesis significance testing: Its evolution, current use, misuse, and misconceptions. Journal of Educational Measurement and Statistics, 18, 1-22.】.

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