兒童華語學習詞彙選取之教師觀點初探

Teachers' Perspectives on Chinese Vocabulary Learning in Children: A Preliminary Study

本文旨在探究，當華語作為兒童第二語言時，教師為其擇取學習詞彙之觀點。過程分為兩部分，先以德慧法（Delphi method）調查，獲得教師選取詞彙之結果；再根據教師所選出的詞彙，分析其詞性並與兒童華語教材和兒童華語測驗之詞彙比較，以瞭解教師選擇詞彙的觀點。德慧法採用母語兒童口語語料為問卷內容，以11位教師為研究對象。分析教師選詞之觀點，發現：1.僅約四分之一的華語兒童母語語料，被教師選為適合作為華語作為第二語言的兒童學習詞彙。2.教師選出詞彙中名詞比例最高。3.共識度越高之詞彙，教材上出現率亦高。4.比較兒童華語測驗詞表及教材詞彙，教師選詞較接近測驗選詞觀點。此外，分析被淘汰詞彙發現，母語語料中的高頻詞，不全然適用於華語作為第二語言之兒童學習。研究結果提供兒童華語詞彙教學、兒童華語教材和測驗編寫參考。

This study investigated the perspectives of Chinese teachers on selection of vocabulary for young learners of Chinese as a second language (CSL). First, the study conducted a survey of 11 teachers by using a questionnaire incorporating the Delphi method. The words listed in the questionnaire were based on native Chinese children's corpus. Second, the parts of speech of the vocabulary selected by the teachers were then analyzed and the selected words were compared with the words that appear in teaching materials and tests for CSL children with the purpose to understand the teachers' perspectives on vocabulary learning for CSL children. The primary results revealed that (1) approximately one-quarter of the vocabulary from the native Chinese children's corpus was selected by the teachers, (2) nouns accounted for the highest percentage of the selected vocabulary, (3) words widely acknowledged by teachers were likely to appear in teaching materials, and (4) the vocabulary selected by teachers was more similar to that tested in the Chinese language tests than to that present in the teaching materials. Moreover, by analyzing the vocabulary not selected by the teachers, we found that not all high-frequency words in the native Chinese children's corpus were appropriate for teaching CSL children. These results can provide teachers' perspectives on Chinese vocabulary acquisition in children and serve as a reference for the future development of Chinese language teaching materials and tests.