從認知學習觀點探討臺灣台語字詞教學可行路徑

A Cognitive Learning Perspective on the Feasible Pathways of Teaching Taiwanese Southern Min Vocabulary

本研究旨在從認知學習觀點探討如何借助學習者已具備的漢語字詞知識，以進行臺灣台語字詞教學的可行路徑。研究結果顯示，此一模式能提供台語字詞學與教系統性的可靠框架。首先，於教育部「臺灣台語推薦用字700字表」高達78.14％與漢語具備關聯性，混淆者為15.43％。因此建議教學上，與漢語具關聯性者先教以達正遷移功效，混淆者則殿後教學。再者，基於教學理論與實務間面臨的斷裂困境，以此援用漢語字詞舊知識，以協助台語字詞新知識的學習方式應用於師資培育課程。從培育師資回饋得知，此一學習模式為可行的教學路徑。在促進自我學習上（M=7.91, SE=0.19），95％信賴區間為［7.58, 8.28］，顯示培育師資對此學習法評價高且其結果穩定、可靠，並非偶然波動所致，進一步運用於教學（M=7.23, SE=0.27），95％信賴區間為［6.69, 7.74］，同樣顯示培育師資使用意願高，且意願一致沒有太大分歧。

This study explores a cognitive-based pathway for teaching Taiwanese Southern Min (TSM) vocabulary by leveraging learners' prior Mandarin Chinese (MC) knowledge. Analysis of the MOE's Recommended 700 Characters for Taiwanese Southern Min reveals that 78.14% of items share positive associations with MC, while 15.43% may cause interference. Consequently, the study suggests prioritizing MC-related items to achieve positive transfer, leaving confusing items for later stages. To bridge theory and practice, this approach was implemented in a teacher education context. Feedback from pre-service teachers confirmed the method's feasibility. Evaluations for promoting autonomous learning were highly positive (M = 7.91, 95% CI [7.58, 8.28]), and participants expressed a strong, consistent willingness to apply this method in their future teaching (M = 7.23, 95% CI [6.69, 7.74]). In conclusion, utilizing MC as a linguistic foundation provides a systematic and reliable framework for TSM vocabulary instruction.