探究語言相關因素於閱讀理解的影響：以華語二語學習者為例

A Preliminary Study of Linguistic-Related Factors in Reading Comprehension: A Case Study of CSL Learners

蕭惠貞(Huichen S. HSIAO)；張庭瑄(Ting-Hsuan CHANG)

中介效果 ； 句法知識 ； 詞彙知識 ； 構詞覺知 ； 閱讀理解 ； mediation effect ； morphological awareness ； reading comprehension ； syntactic knowledge ； vocabulary knowledge

華語文教學研究

19卷3期（2022 / 09 / 01）

1 - 42

繁體中文

本研究探討華語二語學習者的詞彙知識、構詞覺知與句法知識對於其閱讀理解的影響。Tong、Deacon與Cain（2014）發現英語母語者的構詞覺知和句法知識能力與他們的閱讀理解能力高低有關。Ku與Anderson（2003）則發現漢語及英語母語兒童其構詞覺知隨著語言經驗的發展，且詞彙結構覺知和詞彙、閱讀習得均呈顯著高度相關。奠基於前人母語研究之基礎，本文進行80位中高級華語二語學習者的閱讀理解調查，研究初步發現：（1）二語學習者之詞彙知識、構詞覺知與句法知識皆分別和閱讀理解達顯著低度正相關，顯示學習者的詞彙知識、構詞覺知或句法知識增強，閱讀理解能力也會跟著增強；（2）以二語學習者的構詞覺知能力高低分組，僅發現在低能力組的句法知識和閱讀理解顯著相關，顯示低構詞能力的華語學習者句法知識越高，閱讀理解也會越好，而高構詞能力組則無此發現；（3）以句法知識高低分組，則無論高能力或低能力組，句法知識和閱讀理解都有顯著相關，表示學習者的句法知識越高時，閱讀理解也會越好；（4）句法知識對二語學習者的閱讀理解有顯著解釋力，且對閱讀理解的影響力大於詞彙知識和構詞覺知；（5）驗證中介效應時，發現構詞覺知、句法知識皆不會透過詞彙知識中介對閱讀理解表現產生間接影響，但可直接影響閱讀理解；另一方面，詞彙知識會透過構詞覺知或句法知識的完全中介間接影響閱讀理解，表示構詞覺知和句法知識對閱讀理解的影響超越詞彙知識對閱讀理解的影響力。整體而言，本研究結果顯示中高級華語學習者的構詞覺知和句法知識的表現與其閱讀理解密切相關。構詞覺知和句法知識對閱讀理解的影響力大於詞彙知識；其中又以句法知識對閱讀理解的影響最大。

The purpose of this study is to investigate the effects of vocabulary knowledge, morphological awareness, and syntactic knowledge on reading comprehension for Chinese as a second language (CSL) learners. Based on prior research findings (cf. Ku and Anderson 2003; Tong, Deacon and Cain 2014), a total of eighty intermediate and advanced CSL learners were recruited to participate in this study. The current findings show, first, that the learners' vocabulary knowledge, morphological awareness and syntactic knowledge are all significantly correlated with reading comprehension. Second, after dividing the participants into two groups based on their morphological awareness, it was found that in the group with low morphological awareness, syntactic knowledge is significantly correlated with reading comprehension. Third, after dividing the participants into two groups based on their level of syntactic knowledge, it was found that syntactic knowledge in both groups is significantly correlated with reading comprehension. Fourth, after controlling for vocabulary knowledge and morphological awareness, it was found that syntactic knowledge still has significant explanatory power for reading comprehension. Finally, through calculation of the mediating effect, with vocabulary knowledge as the intervening variable, it was found that the explanatory power of vocabulary knowledge is insignificant in relating morphological awareness and syntactic knowledge to reading comprehension. Yet, morphological awareness and syntactic knowledge completely mediate the relationship between vocabulary knowledge and reading comprehension. The results of this study indicate that with the improvement of morphological awareness and syntactic knowledge of intermediate and advanced CSL learners, reading comprehension improves, and the influence of morphological awareness and syntactic knowledge on reading comprehension is greater than that of vocabulary knowledge. Among the three variables, syntactic knowledge has the greatest influence on reading comprehension.

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