臺灣博碩士論文加值系統

本研究旨在編製一份經過信效度考驗，且適用於臺灣地區大學生的初級越南語認詞測驗，同時亦想探討屬於不同學習階段及具有不同背景變項的學生在越南語認詞能力表現上之差異。經預試後選出100個題詞作為正式題本，測驗流程採便利取樣，在臺灣北、中、南及離島各地區的15所大學進行抽樣，合計男生為157人，女生為254人，共411人。研究結果如下：
一、越南語認詞測驗方面
（一）本測驗具有中等難度與優良的鑑別度。
（二）各個學習階段所得的α值介於.513至.943之間，內部一致性相當理想；折半信度係數也達.714，表示本測驗具有良好的信度。本測驗亦具有良好的建構效度，能有效區辨各個學習階段的學生之越南語認詞能力表現，其中前三階段之間的表現差異非常顯著，而學習時間為2年以上的學生與前一階段的學生沒有顯著的差異。
二、各學習階段學生之越南語認詞能力描述
詞音部分的作答表現主要受到以下幾個因素的影響：1.形-音對應關係的知識；2. 韻母結構的複雜度；3.是否為高詞頻；4.是否與生活經驗或學習經驗有關；5.是否屬於容易混淆的音。在詞義部分，各學習階段學生的表現則普遍受到形-音-義對應關係的知識、與生活經驗的相關度、熟悉度、詞類等因素之影響。
三、不同背景變項的學生在線上初級越南語認詞測驗的表現
前兩階段的男女生在線上初級越南語認詞測驗有顯著差異，後兩階段的性別差異未達顯著。不同主修科系的學生除了階段二（學習時間為6～11個月）有顯著差異外，其他三階段的學生在本測驗的表現沒有顯著差異。學習越南語時間為5個月以內的學生在本測驗上的表現因新住民家庭背景而比較優越，學習時間較長的新住民家庭背景學生則沒有此優勢。

This study aimed to make an elementary Vietnamese word recognition for Taiwanese undergraduate students which was tested for reliability and validity, and to investigate the difference in the performance of Vietnamese word recognition ability of Taiwanese students at different learning stages and with different background variables. After the pilot tests, 100 words were selected as the official test items. This study adopted convenience sampling, the sampling was conducted at 15 universities in the northern, central, southern and smaller island part of Taiwan, with the total of 411 students, including 157 male students and 254 female students. The findings of this study are as following:
1. The feature of the Vietnamese word recognition test
This test has a moderate difficulty and an excellent discrimination index. As for the reliability, the internal consistency is quite ideal, the α-value obtained at each learning stage is between .513 and .943; the split-half reliability coefficient also reaches .714, indicating that the test has good reliability. This test also has good construct validity, which can effectively distinguish the performance of Vietnamese word recognition ability of students at different learning stages, in which the difference between the performances of students from the first three stages are significant, however, the difference between students of stage 3 and stage 4 are not significant.
2. The description of Vietnamese word recognition ability of students at different learning stages
There were 5 factors influence the students’ responses at the phonetic recognition part of this test: (1) Knowledge of the grapheme-phoneme correspondences; (2) the complexity of the structure the words’ finals; (3) The word is high-frequency word or not; (4) Whether the word relates with the students’ life experience and learning experience; (5) It is a sound that is easily confused or not. As for the meaning part, knowledge of the grapheme-phoneme correspondences, relations with life experience, familiarity and the parts of speech were the important factors influencing the performance of the meaning part.
3. The performance of students with different background variables on the online elementary Vietnamese word recognition test
There was a significant difference between male and female students in the web-based elementary Vietnamese word recognition test in the first two learning stages, the gender difference in the latter two stages was not significant. As for different major fields, only students from stage 2 (study time is 6-11 months) had significant difference, there was no significant difference in the performance of students in the other 3 stages in this test. Students who have studied Vietnamese for less than 5 months performed much better on this test because of their Taiwan new resident family background, while students with new resident family backgrounds who have studied for a longer time did not have this advantage.

摘要 i
ABSTRACT ii
目次 iv
表次 vi
圖次 viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 6
第二章 文獻探討 9
第一節 越南語語音系統簡介 9
第二節 臺灣的越南語教學政策 18
第三節 認字之意義與相關理論 25
第四節 認字之評量 31
第五節 認字之相關研究 40
第三章 研究設計與實施 51
第一節 研究架構 51
第二節 研究對象 52
第三節 研究工具之編製 57
第四節 研究流程 69
第五節 資料處理與分析 71
第六節 研究倫理 72
第四章 研究結果分析與討論 75
第一節 線上初級越南語認詞測驗之描述統計分析與討論 75
第二節 信效度分析與討論 78
第三節 不同學習階段學生之認詞能力水準描述與討論 81
第四節 不同學習階段不同背景學生之認詞能力分析與討論 96
第五章 結論與建議 105
第一節 結論 105
第二節 建議 108
參考文獻 111
一、中文部分 111
二、英文部分 114
三、越南文部分 118
附錄一 初級越南語常用之1000詞表 120
附錄二 第一次預試題本210詞來源表 125
附錄三 「臺灣地區大學線上越南語初級認詞測驗」第一次預試試題內容修正表 128
附錄四 第二次預試題本150詞來源表 132
附錄五 第二次預試試題分析表 135
附錄六 正式題本受試者基本資料表 138
附錄七 線上越南語初級認詞測驗正式題本示例 139
附錄八 各學習階段學生答題答對率一覽表 142

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三、越南文部分
BGDĐT. (2015). Ban hành khung năng lực tiếng Việt dùng cho người nước ngoài -頒布外國人越南語能力框架 (17/2015/TT-BGDĐT). Retrieved from https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-17-2015-TT-BGDDT-ban-hanh-Khung-nang-luc-tieng-Viet-dung-cho-nguoi-nuoc-ngoai-289134.aspx.
Công thương. (2019). Việt Nam - Đài Loan đẩy mạnh hợp tác ngành công nghiệp hỗ trợ - 越南與台灣推進配套產業合作 . Retrieved from https://congthuong.vn/viet-nam-dai-loan-day-manh-hop-tac-nganh-cong-nghiep-ho-tro-121883.html
Đoàn Thiện Thuật (2009). Ngữ âm tiếng Việt – 越南語音. NXB ĐHQG.
Mai Ngọc Chừ. (1997). Cơ sở ngôn ngữ học và tiếng Việt – 語言學基礎及越南語. Nxb Giáo dục.
Trần Thị Thìn. (1995). Một ý kiến nhỏ về cách ghi dấu thanh trên văn bản tiếng Việt – 對越南語文件上的聲調標記之建議. Tạp chí Ngôn ngữ, 1, 72–76. Retrieved from https://ngonngu.net/cv_datdau_ttthin/89
Đào, Đ. & Bae, Yang-Soo. (2017). Khảo sát vốn từ vựng trong giáo trình tiếng Việt sơ cấp và việc xây dựng bảng từ ngữ thông dụng tiếng Việt (Examining the expressions in basic Vietnamese textbooks for foreigners and how to make a basic Vietnamese vocabulary list). 동남아연구（東南亞研究）, 26(3), 305-340. DOI: 10.21485/hufsea.2017.26.3.012.