| Summary: | 碩士 === 國立臺灣師範大學 === 華語文教學系 === 101 === There has been a growing trend towards international students from Southeast Asia studying abroad in Taiwan, because in recent years Taiwan has implemented the policy on higher education export to Southeast Asia. Since Chinese instruction is predominantly oriented to Mainland China’s system, not until coming to Taiwan have the students learned Traditional Chinese characters; consequently the difficulties in readjustment to Traditional Chinese and word recognition progressively emerge. How to improve foreign learners’ effectiveness of recognizing the traditional characters therefore becomes an important issue. The purpose of this study is to present a pedagogical sequencing which is arranged in order of recognition difficulty of traditional characters from the viewpoint of pedagogical grammar, namely from the learners’ vantages. In the study, 40 participants who are all Indonesian Simplified Chinese characters learners were required to complete a background questionnaire and to participate in two Chinese characters recognition experiments. Both two experiments used the same 124 Chinese characters selecting from the 1000 most frequent Chinese words in pairs of simplified and its corresponding traditional forms. In the first experiment, easily confused words in traditional form were additionally added into each pair to test participants’ word recognition accuracy and to calculate the correct answer rate of each word group. The result shows that 1) the word recognition accuracy is positively correlated with the length of learning Mandarin. 2) The structural proximity of simplified and traditional characters affects the correct answer rate, that is, the structure of simplified form is the criterion for participants to recognize the corresponding traditional form. In the second experiment, the 124 pairs of characters were graded by participants according to the similarity. The result shows that the similarity degree is positively correlated with the correct answer rate. To sum up, common components or graphemes between two characters are the crucial factors affecting participants’ to recognize Traditional Chinese characters. Finally, based on the experiment results, the concept of learners’ errors, and the structural complexity of characters, this study develops a pedagogical sequencing.
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