以語料庫為基礎的日語漢字發音輔助學習環境之建置與成效評估──以漢字促音化為例

Developing a Corpus-Based Japanese Kanji Reading Learning Support Environment -the Case of Double Consonants in Kanji

本研究考量了台灣日語學習的母語背景，利用了中日文漢字的發音對應關係，開發出一套基於語料庫具備多種功能的促音學習輔助系統。為了因應台灣日語學習者的背景及需求，本系統設置了可視化、語音合成、共同筆記等功能。此外本系統主要以網路為運作平台，因此具備可以不限時間地點提供反覆學習機會的特點。針對本系統在輔助日文漢字詞彙的促音學習方面的成效，本研究同時應用了t檢定以及問卷調查的方式進行學習效果評估。在比較過後測的分數後，發現到實驗與控制兩組之間產生統計上的顯著差異，實驗組在分數的增加上比起控制組來得顯著，說明了透過本系統進行學習後的成效。此外問卷調查的結果亦顯示學生充分利用本系統多樣的功能，表現出積極學習的態度。對於輔助學習系統整體的滿意度亦相當高。透過有無使用本系統的比較實驗，結果顯示出基於本研究所提案的輔助學習系統而進行的自主學習模式，在漢字詞彙的促音學習上有著顯著的成效。

In this study, a corpus based Kanji reading learning support system with multiple functions was developed based on the language background of learners of Japanese in Taiwan by taking advantage of Sino-Japanese phonological correspondences. To meet the demands of learners in Taiwan, functions such as data-visualization, voice synthesis and co-editing were developed in the system. Moreover, it is a web-based learning system that offers repeat learning opportunities without having to worry about the limitations of time and place. Concerning the effects of the system on double consonants, t test and survey were employed in the evaluation. Gain score comparison of post-test has shown that there are significant differences between experiment and control group. The experiment group yielded much greater score gains than the control group. In addition, results of survey also showed that learners utilized functions and actively participated in learning activities. Their satisfactions toward the system were also high. The findings from the group comparison indicate that autonomous learning based on the proposed system in this study has been proved to be effective for the learning of double consonants of kanji words.