中日同形詞自學式教材對初級日籍學習者詞彙學習成效之影響

The Effect of Self-Instructional Learning Materials Utilizing Chinese-Japanese Homographs on Vocabulary Learning of Japanese Beginner Learners of Chines

「中日同形詞」為漢語、日語中在歷史上有借詞關係，字形相同的詞。這些詞彙能為日籍華語學習者帶來學習助益，然而其詞彙知識系統對應關係複雜，也可能造成偏誤。過往研究雖已指出同形詞為對日華語教學重點之一，多為理論推導或倡議，尚未有實證研究支持。是以，本研究透過真實驗設計，旨在探討：教學內容相同，但精緻化處理程度不同的教材類型對日籍學習者詞彙學習成效的影響。研究採2×3混合設計，受試者間自變項為教材類型（同形詞自學式教材、一般課室用教材），受試者內自變項為測驗時間（前測、立即測、後測）；依變項為學習者於詞彙再認、句子產出之正確率；研究參與者為56位在臺初級日籍華語學習者，隨機分派至兩組進行自學與測驗。研究結果顯示：使用自編教材之實驗組在詞彙再認與句子產出表現優於對照組，支持同形詞自學式教材有助於提升日籍學習者詞彙之成效。

This study aimed to investigate how self-instructional materials designed with Chinese-Japanese (Kanji) homographs affected Mandarin Chinese vocabulary learning of Japanese beginning learners. We conducted an experiment with 2×3 mixed-design to explore the effect of the Chinese-Japanese homographs. The independent variables were the type of materials and the testing time; the dependent variables were the learner’s accuracy in vocabulary recognition and sentence production. Fifty-six Japanese beginner learners of Mandarin Chinese participated in the experiment. They were randomly assigned to two groups: an experimental group which used self-instructional materials utilizing homographs and a comparison group which used regular materials. The results showed that the experimental group generally outperformed the comparison group in vocabulary recognition and sentence production, while no interaction between the type of materials and testing time was found. Overall, the findings suggested that the self-instructional materials utilizing Chinese-Japanese homographs improved Mandarin Chinese vocabulary learning performance of Japanese learners.