「漢字」與「非漢字」文化圈母語者之華語聽力、閱讀表現差異及其影響因素

A Comparison of the Chinese Reading and Listening Comprehension Performances of the Students from the ＂Sphere of Chinese Language Influence＂ and ＂Non-influenced＂ Countries

朱我芯(Wo-Hsin CHU)；林柏翰(Po-Han LIN)

漢字文化圈 ； 華語閱讀 ； 華語聽力 ； 負遷移 ； 推論複雜度 ； Chinese as a second language learning ； sphere of Chinese language influence ； negative transfer effect ； Chinese reading and listening comprehension ； complexity of inference

華語文教學研究

15卷1期（2018 / 03 / 01）

85 - 115

繁體中文

來自「漢字文化圈」的日、韓學生，由於語文與文化的近似，在學習華語時，可能有其優勢、亦可能受其干擾。為探究母語背景對華語學習的影響，本研究以71位國際生為例，分列「漢字」與「非漢字」文化圈兩組，比較兩組在華語「閱讀及聽力」兩項理解測驗的表現。並收集學習者的「工作記憶表現」及華語「語言程度」的資料，檢視對理解表現的影響。結果發現，兩組在閱讀理解上並無顯著差異，但在聽力理解上，「非漢字文化圈」組則有顯著優勢。由此可知，學生因母語與華語的歧異，受其干擾。此外，語言程度是影響理解表現的主因，其效果大於工作記憶容量及母語背景等因素，顯示學習的重要性。本文據此建議，「漢字文化圈」背景可作為聽力教學的參考指標。

Second language learning is often affected by learners' native languages. Students from the ＂sphere of Chinese language influence＂ countries (i.e., Japanese and Korean) may have the advantages in learning Chinese as a second language (CSL) due to their familiarities with the Chinese language based on their native languages. They may also be subjected to interferences. To explore native-language transfer effect on CSL learning, this study compared the Chinese reading and listening comprehension performances of the 71 international students from ＂sphere of Chinese language influence＂ and ＂non-influenced＂ countries. Students' ＂working memory performance＂ and ＂Chinese language proficiency level＂ data were also collected to examine their influences on the comprehension performances. Results showed that although the reading comprehension performances did not differ between the two groups, the listening comprehension performance of the ＂non-influenced＂ group was significantly higher than the performance of the other group. A possible negative transfer effect from the Korean and Japanese languages to the CSL learning was found. Results also indicated that students' proficiency level is a major contributor to comprehension performances. It overweighed the native-language transfer effect. We suggested that the ＂sphere of Chinese language influence＂ factor should be considered when designing an adaptive CSL listening comprehension teaching.

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