漢語教學中數目詞的探究

Chinese Numerals in Teaching Chinese as a Second Language

本文旨在探究數目字在漢語中的使用情形，以及出現的形態、應如何教學，以供華語教學者參考。漢字經歷代的演變，字形不一、讀音各異，在數目字上亦復如是。筆者在實地觀課時，發現教數目字，除了基本的一～十的寫法，其實還必須另外就「二、兩」、「一、壹」和「万、萬」等進行辨析，讓外籍生了解實際上應如何應用，因此，就漢語中數目字進行爬梳。首先，解釋各個數目字的不同寫法、讀音與其分類，然後，就教學上分辨這些字詞出現的情況，最後，說明漢語教學中教數目字可使用的方法，希望能透過對數目字形、音、義的了解，以及如何教學，提供華語教學者參考。我國有許多成語，與數目字息息相關，更具有特殊的文化意涵，本文將舉例說明，幫助華語教學者不只能對字義加以明確的解釋，更能進一步傳達數目字所代表的深意。數目字在今日生活中，通常與量詞結合，形成特定的用法，應用廣泛，值得華語教學者深入探究。

This paper aims to explore the application of the variation of numerals in Chinese and how these different forms of numerical words should be taught in Chinese as a second language. Chinese characters have evolved and developed over time from their earliest known pictographic forms, and to the versions used today. It holds true for Chinese characters for the numbers 1 to10. More specifically, it is found that while teaching Chinese numbers corresponding to one to ten, teachers need to verify how “èr 二and liǎng 兩”, “yī 一and yī 壹”, and “wàn 万and wàn 萬” are used in context to help learners use them appropriately. In this paper, the numeral Chinese characters in terms of its forms and pronunciations followed by their frequencies of occurrences in teaching. Finally, methods are suggested for teachers while teaching these various written forms of Chinese numbers. It is hoped that thought the analyzing of the different characters, pronunciations, and meanings of Chinese numbers, teachers can have a better understanding regarding Chinese numeral characters. More importantly, many Chinese idioms are closely related to numbers which often connote special cultural meanings. This article will illustrate some of these number idioms as examples so that teachers will explain not only the meaning of words literally, but also the connotation of these numeral characters in idioms. Today, Chinese numeral characters, often in combination with measure words, carry special meaning and are used widely in various disciplines. There is a need for Chinese educators and researchers to explore further.