聚焦教學對華語「知道類」近義詞學習之效應
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Pin-hua Wu
品嬅 吳: 東海大學華語文教學國際碩士學位學程專任助理教授, 她於 2021 年在臺灣政治大學華語文碩博學位學程完成了博士學位。研究方向及興趣主要為語意學、句法學、對外華語教學和第二語言習得。主要論著刊登於《華語文教學研究期刊》。Pin-hua Wu is an Assistant Professor in the International Graduate Program of Teaching Chinese as a Second Language at Tunghai University. She completed her PhD at National Chengchi University in 2021. Her research interests include semantics, syntax, teaching Chinese as a second language, and second language acquisition. Most of her work can be found in refereed journals such asChinese Teaching and Learning .純音 陳: 臺灣師範大學英語系特聘教授,她於 1988 年在美國伊利諾大學香檳分校(UIUC) 獲得語言學碩士學位, 並在1991 完成了博士學位。她的研究興趣包括第一/第二語言習得、對外華語教學、句法-語義介面和言語行為。主要論著刊登於《同心圓: 語言學研究》、《臺灣語言學期刊》、《華語文教學研究》、《漢學研究》、《跨文化語用學》等期刊。Chun-yin Doris Chen is a Distinguished Professor in the Department of English at National Taiwan Normal University. She received her master’s degree in linguistics from the University of Illinois at Urbana-Champaign (UIUC) in 1988, and completed her PhD at UIUC in 1991. Her research interests include first/second language acquisition, teaching Chinese as a second language, syntax-semantics interface, and speech acts. Most of her works can be found in refereed journals such asConcentric: Studies in Linguistics ,Taiwan Journal of Linguistics ,Chinese Teaching and Learning ,Chinese Studies ,Intercultural Pragmatics , etc.
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Huei-ling Lai
惠玲 賴: 臺灣政治大學英文系特聘教授,她於 1995 年在美國德州大學奧斯汀分校完成了語言學博士學位。她的研究興趣包括隱喻與轉喻、詞彙語意學、語法化及構式語法。主要論著刊登於《語言學》、《中國語言學報》、《語言暨語言學》、《同心圓: 語言學研究》、《臺灣語言學期刊》、《語用學》、《亞洲種群》、《隱喻與符號》、《華語文教學研究》、《台灣語文研究》等期刊。Huei-ling Lai is a Distinguished Professor in the English Department at National Chengchi University in Taiwan. She completed her PhD in linguistics at UT-Austin in 1995. Her research focuses on metaphor, metonymy, lexical semantics, grammaticalization, and construction grammar. She has published papers inLinguistics ,Journal of Chinese Linguistics ,Language and Linguistics ,Concentric: Studies in Linguistics ,Taiwan Journal of Linguistics ,Journal of Pragmatics ,Asian Ethnicity ,Metaphor and Symbol ,Journal of Chinese Language Teaching , andJournal of Taiwanese Languages and Literature .
提要
本文旨在針對「知道類」心理思維動詞「知道」、「懂」、「了解」、「明白」語義, 設計教學, 探討其成效。首先依吳品嬅等 (2023) 之分析結果, 設計四天教學計畫, 繪製語義網及句型搭配圖作為教學輔助工具, 並將參與該研究的32名中級程度外籍學生分成兩組, 一組為實驗組進行聚焦教學, 另一組則為對照組採用傳統式教學。研究發現, 經過教學後, 兩組後測之成績皆顯著高於前測, 顯示教學成效明顯。在半年後的追蹤測部分, 實驗組之表現持平, 與後測相較未達到顯著。對照組之成績比後測呈現明顯退步, 證明採用聚焦教學之持續效應遠高於傳統式教學。此外, 兩次測驗中的成績依序為「知道」、「懂」、「了解」、「明白」, 顯示「知道」最易掌握, 「明白」則否。本研究同時根據研究結果, 提出相關教學建議, 以供第一線教學者參考。
Abstract
This study aims to address the semantics of zhidao-type mental verbs, including zhidao, dong, liaojie, and mingbai, and to employ teaching methods to assess their effectiveness. Following Wu, Pin-hua, Chun-yin Doris Chen & Huei-ling Lai. (吳品嬅、陳純音、賴惠玲) (2023. Huayu zhidoa lei jinyici zhi xide shunxu 華語「知道類」近義詞之習得順序 [The acquisition order of zhidao-type near-synonyms in Chinese]. Chinese as a Second Language Research 漢語作為第二語言研究 12(2). 305–331), a four-day lesson plan was designed, and semantic webs and sentence diagrams were drawn as teaching aids. Thirty-two intermediate-level students were recruited and further divided into two groups: the experimental group received form-focused instruction, while a control group underwent traditional teaching methods. It was found that after the teaching intervention, the post-test scores of both groups were significantly higher than the pre-test scores, indicating a clear instructional effect. In the follow-up retention test administered six months later, the performance of the experimental group remained stable compared to the post-test, showing no significant difference. However, the scores of the control group decreased significantly in their post-test, demonstrating that the sustained effect of form-focused instruction exceeded traditional teaching. Furthermore, the participants scored highest on both the post-test and the retention test in the order of zhidao, dong, liaojie, mingbai, indicating that zhidao is the easiest to grasp, while mingbai is the most difficult. Based on the findings, this study also provides relevant pedagogical suggestions for frontline teachers to reference.
About the authors
品嬅 吳: 東海大學華語文教學國際碩士學位學程專任助理教授, 她於 2021 年在臺灣政治大學華語文碩博學位學程完成了博士學位。研究方向及興趣主要為語意學、句法學、對外華語教學和第二語言習得。主要論著刊登於《華語文教學研究期刊》。
Pin-hua Wu is an Assistant Professor in the International Graduate Program of Teaching Chinese as a Second Language at Tunghai University. She completed her PhD at National Chengchi University in 2021. Her research interests include semantics, syntax, teaching Chinese as a second language, and second language acquisition. Most of her work can be found in refereed journals such as Chinese Teaching and Learning.
純音 陳: 臺灣師範大學英語系特聘教授,她於 1988 年在美國伊利諾大學香檳分校(UIUC) 獲得語言學碩士學位, 並在1991 完成了博士學位。她的研究興趣包括第一/第二語言習得、對外華語教學、句法-語義介面和言語行為。主要論著刊登於《同心圓: 語言學研究》、《臺灣語言學期刊》、《華語文教學研究》、《漢學研究》、《跨文化語用學》等期刊。
Chun-yin Doris Chen is a Distinguished Professor in the Department of English at National Taiwan Normal University. She received her master’s degree in linguistics from the University of Illinois at Urbana-Champaign (UIUC) in 1988, and completed her PhD at UIUC in 1991. Her research interests include first/second language acquisition, teaching Chinese as a second language, syntax-semantics interface, and speech acts. Most of her works can be found in refereed journals such as Concentric: Studies in Linguistics, Taiwan Journal of Linguistics, Chinese Teaching and Learning, Chinese Studies, Intercultural Pragmatics, etc.
惠玲 賴: 臺灣政治大學英文系特聘教授,她於 1995 年在美國德州大學奧斯汀分校完成了語言學博士學位。她的研究興趣包括隱喻與轉喻、詞彙語意學、語法化及構式語法。主要論著刊登於《語言學》、《中國語言學報》、《語言暨語言學》、《同心圓: 語言學研究》、《臺灣語言學期刊》、《語用學》、《亞洲種群》、《隱喻與符號》、《華語文教學研究》、《台灣語文研究》等期刊。
Huei-ling Lai is a Distinguished Professor in the English Department at National Chengchi University in Taiwan. She completed her PhD in linguistics at UT-Austin in 1995. Her research focuses on metaphor, metonymy, lexical semantics, grammaticalization, and construction grammar. She has published papers in Linguistics, Journal of Chinese Linguistics, Language and Linguistics, Concentric: Studies in Linguistics, Taiwan Journal of Linguistics, Journal of Pragmatics, Asian Ethnicity, Metaphor and Symbol, Journal of Chinese Language Teaching, and Journal of Taiwanese Languages and Literature.
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Research funding: 本研究獲教育部高等教育深耕計畫之特色領域研究中心經費補助, 由「臺灣師範大學華語文與科技研究中心」支應。
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致謝: 本文作者由衷感謝主編彭利貞教授與匿名審查委員給予的寶貴建議, 讓本文內容更加完善, 謹致謝忱。
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Articles in the same Issue
- Frontmatter
- Papers in English
- Could L1 intonation patterns be applied in teaching Mandarin tones to atonal learners of Chinese? – An acoustic phonetic study
- Sememe richness: a supplementary indicator of lexical richness in Chinese second-language writing
- Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners
- Corrigendum
- 日籍華語學習者於「送」雙及物構式的使用
- Papers in Chinese
- 聚焦教學對華語「知道類」近義詞學習之效應
- 从语言交际性原则到语言交通性原则——关于国际中文教育总体性原则的哲学思考
- 多元文化交互语境下汉语二语语块的创造性特征及认知机制
Articles in the same Issue
- Frontmatter
- Papers in English
- Could L1 intonation patterns be applied in teaching Mandarin tones to atonal learners of Chinese? – An acoustic phonetic study
- Sememe richness: a supplementary indicator of lexical richness in Chinese second-language writing
- Multimodal reading in reading-only versus reading-while-listening modes: evidence from Chinese language learners
- Corrigendum
- 日籍華語學習者於「送」雙及物構式的使用
- Papers in Chinese
- 聚焦教學對華語「知道類」近義詞學習之效應
- 从语言交际性原则到语言交通性原则——关于国际中文教育总体性原则的哲学思考
- 多元文化交互语境下汉语二语语块的创造性特征及认知机制
