華語學習者文本閱讀理解策略探

Reading Strategies for Literary Texts among Advanced L2 Chinese Learners

華語文學作品常被採用為中高級華語學習的教材，不僅因其為真實之語料，並能加深學習者對華語語言與文化之理解。本研究探討成人華語學習者在閱讀文學本文時的理解歷程，對象為十位B2程度以上的學習者，用有聲思考原案分析法，請其閱讀並同時以放聲的方式解釋其理解時的思考過程。研究結果顯示：（1）在閱讀難點方面，學習者在閱讀文本時主要的焦點卡在語言修辭裡的詞彙理解，應引導擴展至文類以及作者獨特的敘事結構和故事典型，理解語言和文化的內涵；（2）在閱讀認知策略方面，應逐步運用不同的策略，從連結、提問、圖像化，推展至推測和轉化來引導學習者；（3）最後，根據研究結果建議在以文學作品作為華語文閱讀課程教學時，宜更聚焦在語言修辭之上的篇章和敘事，並融入社會情感策略，對於本文的閱讀理解能力定能有所提升。

Literary texts are frequently adopted as materials for advanced Chinese language teaching and learning due to their authentic language and cultural depth, enhancing learners’understanding of the Chinese language and culture. This study investigates the comprehension processes of adult Chinese leaners engaging with literary texts. Ten adult Chinese learners at the TOCFL B2 level or higher participated in this study, using the think-aloud protocol analysis method to examine their cognitive processes while reading. The findings reveal: (1) Learners often have primary difficulties with lexical comprehension within the linguistic rhetoric of texts. It is suggested to broaden the focus to genre, narrative structure, and story archetypes to enhance understanding of language and cultural contexts; (2) Cognitive reading strategies should progressively incorporate various techniques, such as linking, questioning, visualizing, hypothesizing and transformation as guidance for learners; (3) Based on these findings, it is recommended that teaching Chinese reading through literary works should focus more on narrative techniques and integrate social-affective strategies to improve text comprehension.