| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 100 === Abstract
This research aims to understand different usages of Chinese between Mainland China and Taiwan in cognition of learners and teachers in Taiwan. Four categories are targeted, including intermediate non-native learners, high school native learners, Chinese teachers teaching non-native learners and Chinese teachers teaching native learners. Both teaching to natives and to non-natives focus on Chinese teaching, but the two are different in teaching objectives, teaching methods and teaching contents.
The research method uses questionnaire survey and targets at four categories of respondents: intermediate non-native learners, high school native learners, Chinese teachers teaching non-natives and Chinese teachers teaching natives. 136 valid questionnaires were collected and after statistically analysing, it is found that among four categories, averagely, in the section of testing cognition of Mainland Chinese usages, Chinese teachers teaching non-natives get the highest scores at around 67%, with Chinese teachers teaching natives coming the next at around 57%; high school native learners score the third highest at around 48%, while the non-native learners score the least at 38%.
Therefore, it is concluded that:
1. For Chinese learners, there is no significant correlation between the length of learning time and the degree of cognition of Mainland Chinese usages.
2. For non-native learners and native learners, there is no significant correlation between ‘whether they have been to Mainland China’ and ‘the degree of cognition of Mainland Chinese’.
3. In the section of testing cognition of Mainland Chinese vocabulary usage, non-native Chinese learners tend to think upon the meaning word for word, while the rest (native learners, Chinese teachers teaching non-native learners and those teaching native learners) tend to think from word to vocabulary.
4. Most learners are confused by different Chinese usages between Taiwan and Mainland China, while most Chinese teachers are not; in particular, among these non-native learners reveal more distinctively.
5. Of all respondents, most agree that it is necessary to enhance relevant knowledge in different Chinese usages during teaching; however, all Chinese teachers wish that relevant knowledge can be enhanced only when learners have been equipped with certain Chinese basic knowledge so that they will not be confused.
6. Most non-native learners wish to try using Mainland Chinese, while the rest three categories do not agree. Their reasons result mainly from their considerations to the environment.
From the above results, this research wishes to increase the understandings of different Chinese usages among all Chinese teachers during their teaching and also wishes to act as reference of further teaching and editing relevant teaching materials.
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