| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 105 === Teaching and learning Chinese characters has been an issue which instructors and learners should overcome together. Especially for non-sinosphere Mandarin learners, learning Chinese characters is even more difficult. However, in the teaching scenes, due to the limit of time or curriculum plan and so on, learners tend to shoulder the burden of learning characters on their own. What’s more, there’re two forms of Chinese characters, which makes learning characters even more challenging.
From the teaching scene, the researcher, who was also the instructors, founded out that there’re traditional Chinese characters in Integrated Chinese, the textbook the two American research subjects used, while they were unable to acquire the ability of recognizing traditional Chinese characters effectively on through the textbook. Moreover, the textbook focuses on listening, speaking, reading and writing at the same time, which cannot instruct learners to learn Chinese characters in an effective way. Therefore, this research is based on “Relatively-Character-Based Theory” to design the multimedia-assisted radical recognition instruction, which aims to instruct the American research subjects to learn Chinese characters systematically. The purpose of the research is to explore their learning processes of learning traditional Chinese characters and radicals, and discover the effective instruction for them.
The case study is based on an online Mandarin course, which was from 25th, August to 8th, December, 2015. The participants of the study was two American intermediate learners. To ensure the objectivity of the study, the research included questionnaires, interviews, teaching journals, pretests and posttests of Chinese characters recognition and in-class assessments of characters.
According to the study, the multimedia-assisted radical recognition instruction can ease the American research subjects’ nervousness of facing traditional Chinese characters and enhance their abilities of recognizing traditional Chinese characters and radical knowledge and application. In addition, the American research subjects all agree on the effect of the instruction on their learning of Chinese characters.
This study concludes: 1) The multimedia-assisted radical recognition instruction can help the American learners build cross-cultural knowledge between traditional and simplified Chinese characters. 2) Building the knowledge and learning strategies of radicals could help the American learners learn characters more effectively. 3) The American learners prefer learning through radicals to learning with pictures. 4) The effective multimedia-assisted radical recognition instruction for the American learners includes matching characters with regularly-different radicals, breaking down Chinese characters into radicals, learning the etymology of the focused radicals, learning characters from the same focused radicals, and recognizing Chinese character.
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