臺灣博碩士論文加值系統

本研究之目的在於藉由繁體漢字錯誤以檢視以中文為第二語言學習者與台灣本地學習中文的學童在認知發展。 該錯字的排序是根據觀察其漢字書寫產生的錯字得來的， 包括筆畫數、 部件、 以及結構 (部件的相對位置) 的影響。 共有48人參與本實驗， 其中包括24位在台灣學習中文的外國學生， 以及24位在中台灣某小學的三年級學生。 實驗要求受測者寫76個漢字， 這些漢字是從受測者的教科書收集而來的。 並透過錯誤分析來蒐集資料以及計算其漢字錯誤次數。
實驗結果顯示外國學生與台灣小學生在筆畫及部件上學習產生困難， 這顯示筆畫及部件在學習中文的重要性 。並且， 兩者之間筆畫錯誤以及部件錯誤有顯著不同，這顯示外籍學生在學習新字時並沒有做意義上的連結。 而且，外籍學生的練習不夠。 然而， 結構錯誤顯著少於筆畫以及部件錯誤。 這指出學生對漢字構字規則的認知範疇比漢字字型來的早。 再者， 以筆畫、 部件、 和結構的錯誤次數來做排序， 外籍學生與台灣小學生並無不同。 但是從筆畫、 部首、 以及結構錯誤來看， 兩組排序則出現顯著不同。 可能的解釋是， 對外籍學生來說， 部首只是筆畫的結合， 他們尚未成熟發展對部首的認知範疇。 然而對台灣小學生來說， 部首是包含意義的， 他們已發展一定程度對部首的認知範疇。

The purpose of the study was to investigate the cognitive development of Chinese orthography between learners of Chinese as a second language (CSL) and native Chinese (NC) learners in Taiwan by assessing their traditional Chinese (繁體中文) wrongly-written characters (CWWC). The patterns of CWWC were observed under the paradigm of the orthographic effects (Just & Carpenter, 1987; Liu, 1984; Zhu & Taft 1994) including the stroke effect, component effect, and structure effect (the position of the component). In this study, there were forty-eight participants, including twenty-four CSL learners in Taiwan and twenty-four third-grade students from an elementary school in central Taiwan. They undertook a paper-and-pencil test of seventy-six Chinese characters selected from the CSL and NC learners’ textbooks. By employing error analysis, the participants’ errors were collected, and the error frequency was calculated.
The results firstly demonstrated that both CSL and NC learners experienced difficulties in the stroke and component of Chinese orthography. This implies their vital roles in Chinese character learning. Secondly, CSL learners’ stroke and component errors were statistically significant higher than NC learners’. This suggests that CSL learners did not relate a newly learned character to a meaning so that it can not be retained in the long-term memory. Besides, CSL learners may ignore the process of practice. CSL learners’ structure error was not statistically higher than NC learners’; however, it was statistically less than either the stroke or component error. This implies that the awareness of Chinese character formation rules is acquired more efficiently than that of grapheme. Thirdly, error patterns in terms of stroke, component, and structure between the two groups were not statistically different. However, when radicals, instead of components, were examined, error patterns differed statistically significantly between the two groups. One possible explanation is that radical awareness from CSL learners is not fully developed.

Table of Contents

Abstract……………………………………………………………………..….. iv
Chinese Abstract ………….…………………………………………………… vi
Acknowledgement ……………………………………………………….……. vii
Table of Contents ………..…………………………………………………….. viii
List of Figures………………………………………………………………….. xi
List of Tables ..…………………………………………………………………. xii

Chapter I Introduction ………………………………………………………….. 1
1.1 Background and Motivation ……………………………………………... 1
1.2 Purpose and Research Questions ………………………………………… 4
1.3 Significance of The Study………………………………………………… 4
1.4 Organization ……………………………………………………………… 5

Chapter II Literature Review ……………………………………………………. 6
2.1 The Primary Research …………………………………………………….. 6
2.1.1 Features of Chinese Characters …………………………………….. 6
(A) The Stroke ……………………………………………………..... 7
(B) The Radical and the Component ………………………………… 9
(C) The Structure ……………………………………………………. 12
2.1.2 Cognitive Theory: Memory, Mental Lexicon, and
Metalinguistic Awareness …….……………………………..……... 14
(A) Memory ………………..…………………………………………14
(B) Mental Lexicon ………………………………………………….. 16
(C) Metalinguistic Awareness …………………………………….…. 18
(D) The Model of Word Recognition …………………………………19
2.2 Previous Study …………………………………………………………….. 21
2.2.1 The Study on the Effect of Teaching Methods on Chinese Characters:
Wang (2000) ……………………………………………………….. 21
2.2.2 The Study of Cognitive Development on Chinese Characters:
Yeh, Lin and Li (2004) ……………………………………………... 24
2.2.3 The Study of Chinese Wrongly-Written Characters for CSL Learners:
Ye (1986) …………………………………………………………… 27
2.3 Conclusion ………………………………………………………………… 30

Chapter III Methodology ………………………………………………………… 32
3.1 Hypothesis ………………………………………………………………… 32
3.2 Research Design ……………………………………………………………32
3.3 Participants …………………………………………………………………33
3.4 Material: Selected Characters ………………………………………………34
3.5 Data Collection ……………………………………………………………..36
3.5.1 Error Analysis …………………………………………………………36
3.5.2 Criteria of Identification on Wrongly-written Characters …………….37
3.5.3 The Raters ……………………………………………………………. 37
3.6 Data Analysis ………………………………………………………………. 38
3.7 Procedure ……………………………………………………………………39
3.8 The Pilot Study ……………………………………………………………...40
3.9 Conclusion …………………………………………………………………. 42

Chapter IV Report of the Results …………………………………………………. 42
4.1 Error Frequency and Orthographic Features ..……………………………… 43
4.2 Error Patterns for CSL and NC Groups ……………………………………. 46
4.3 Orthographic Errors …………………………………………………………48
(A) Stroke Error ……………………………………………………………. 49
(B) Component Error ………………………………………………………. 50
4.4 Conclusion …………………………………………………………………. 52

Chapter V Discussion and Conclusion ……………………………………………. 53
5.1 Discussion ……………………………………………………………………53
5.1.1 Frequency of Chinese Wrongly-written Characters ..………………..... 53
5.1.2 Pattern of Chinese Wrongly-written Characters:
Stroke-component-structure vs. Stroke-radical-structure ….………… 56
5.1.3 Item Analysis ………………………………………………..………... 56
(A) Stroke Error ……………………………………………………… 58
(B) Component Error ………………………………………………… 60
(C) Structure Error …………………………………………………… 61
5.2 Summary of the Study ………………………………………………………. 61
5.3 Limitation …………………………………………………………………….62
5.4 Implication ………………..…………………………………………………..64
5.5 Suggestions for Further Study …………………………………………….… 65

References ……………………………………………………………………….… 67
Appendix A The Selected Characters in Yeh’s Study ……………………………… 74
Appendix B The Result of the Cluster Analysis of the First Grade Students ……… 75
Appendix C Test of Chinese Characters (English) .....……………………………… 77
Appendix D Test of Chinese Character (Chinese) ………………….………………. 81
Appendix E Questionnaire …………………………………………………………. 83
Appendix F The Result of the Questionnaire …………………………………….… 84

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