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題名 聚焦教學對華語「知道類」近義詞學習之效應
The effect of form-focused instruction on the learning of zhidao-type near synonyms作者 賴惠玲
Lai, Huei-ling;Wu, Pin-hua;Chen, Chun-yin Doris貢獻者 英文系 關鍵詞 心理動詞; 知道類; 近義詞; 聚焦教學
form-focus instruction; mental verbs; near synonyms; zhidao-type日期 2024-09 上傳時間 17-Jan-2025 10:49:43 (UTC+8) 摘要 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。
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.關聯 Chinese as a Second Language Research, Vol.13, No.2, pp.239-268 資料類型 article DOI https://doi.org/10.1515/caslar-2024-2005 dc.contributor 英文系 dc.creator (作者) 賴惠玲 dc.creator (作者) Lai, Huei-ling;Wu, Pin-hua;Chen, Chun-yin Doris dc.date (日期) 2024-09 dc.date.accessioned 17-Jan-2025 10:49:43 (UTC+8) - dc.date.available 17-Jan-2025 10:49:43 (UTC+8) - dc.date.issued (上傳時間) 17-Jan-2025 10:49:43 (UTC+8) - dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/155235 - dc.description.abstract (摘要) 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。 dc.description.abstract (摘要) 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. dc.format.extent 104 bytes - dc.format.mimetype text/html - dc.relation (關聯) Chinese as a Second Language Research, Vol.13, No.2, pp.239-268 dc.subject (關鍵詞) 心理動詞; 知道類; 近義詞; 聚焦教學 dc.subject (關鍵詞) form-focus instruction; mental verbs; near synonyms; zhidao-type dc.title (題名) 聚焦教學對華語「知道類」近義詞學習之效應 dc.title (題名) The effect of form-focused instruction on the learning of zhidao-type near synonyms dc.type (資料類型) article dc.identifier.doi (DOI) 10.1515/caslar-2024-2005 dc.doi.uri (DOI) https://doi.org/10.1515/caslar-2024-2005
