漢字對於拼音語言背景的華語學習者而言，一直是較難掌握的內容，他們在初學華語的階段，很快就需要記認與書寫與母語文字系統差異極大的漢字，所以經常遇到困難。正由於缺乏相關背景知識，華語學習者的漢字識別和心理認知歷程必然與母語者有所差異。然而語言離不開書寫與閱讀，若要增進中文能力，就必須提升本身的字彙量。漢字總數以形聲字數量最多，形聲字主要可以拆解為聲旁及義旁兩個部分，功能上多以表音及表義區分。關於母語學童的識字研究，常以「聲旁一致性」作為討論主題，透過唸名作業探討學童的識字過程，學者發現這種中文的形音對應關係是隨著學習歷程發展出來的，年級越高的學童，越能看到顯著效果，與識字量和閱讀能力的關聯密不可分。至於成人華語學習者，是否也能在學習經驗中累積出這種形音一致性的對應概念，是以往較少細究的內容。本論文關注此一議題，進行記錄眼動的心理學實驗，探討形音一致性高低對不同程度華語學習者在辨識單字的處理效率和其背後的認知意義。 　　論文實驗採用漢字聽讀整合的作業形式，請受試者聽取經由耳機播放的語音訊息，在電腦螢幕上點選對應的字形，藉由眼動儀器的記錄，分析眼睛對於目標字和無關字的凝視比例變化。實驗操弄目標字的聲旁一致性，並依照中文能力將受試者分成高、低程度二組，高程度組12人，低程度組10人。除了聽讀作業以外，另外採用語言水平問卷、漢字學習策略問卷、中文年級認字量表以及短文閱讀的眼動實驗做為額外的評量工具，以量測受試者主觀和客觀判斷的中文程度，提供後文討論對外漢字教學的實際建議。 　　實驗結果顯示中文能力高低與聲旁一致性高低對凝視比例具有影響。高程度組呈現預期的聲旁一致性效果，於目標字語音播放後的300至500毫秒之間呈現顯著差異，高一致目標字的凝視比例顯著高於低一致目標字。這個結果表示隨著學習經驗的積累，即使是拼音文字背景的學習者，也會因為識字量增加而逐漸具備形聲字聲旁一致性的認知能力。低程度組雖然未獲得如預期的一致性效果，但卻發現聲旁結合度效果，受試者對於同一聲旁越多的字，其凝視比率高於同一聲旁較少的字，足見低程度組雖然字彙量遠不如高程度組，但已經掌握部分漢字結構表徵，只是更加仰賴字形訊息，所以聲旁結合度影響較大。本文結果顯示，對拼音語言的華語學習者而言，形聲字的辨認也並非絕對的一字一音，而是受到語音成分介入。本文最後提出如何利用此研究結果於對外漢字教學及教材編製上，以供後續教學研究參考。 / Learning to read and write Chinese characters is hard for CFL (Chinese as a foreign language) students, especially for those whose native languages are alphabetic languages, would face to a totally different writing system-“Hanzi” at the beginning stage of learning; therefore, it would be a real challenge because of the complexity. Due to lack of background knowledge, CFL students may have a different cognitive process from Chinese native speakers. Nevertheless, to improve language skills and abilities, it is necessary to raise the amount of their Chinese lexicon. Phonetic compounds comprise most of the Chinese characters and can be divided into two parts-a phonetic radical and a semantic radical, which denote the character’s possible pronunciation and meaning. Researchers have found that “phonetic consistency” affects the latency of naming from Chinese native speakers. For elementary school children, the higher grade they are in, the consistency effect is more significant, which related to their learning process of word-recognition. As for CFL learners, we know few from them. The present study focuses on the topic of phonetic consistency, manipulating the eye-tracking methods to investigate the processing efficiency and cognitive meanings from CFL learners of two different levels. The study utilized visual world paradigm of eye tracking methods through a reading and listening task. Subjects would hear a sentence and would be asked to choose the target character from the four on the screen. Fixation proportions of target and unrelated characters were counted in each time bin. The experiment manipulated phonetic consistency value and two groups of subjects participated in this research: the high level group (12 people) and the low level group (10 people), whose native languages were all alphabetic languages. Except for the listening and reading task, we used questionnaires, character recognition test and reading comprehension test to judge subjects’ Chinese reading ability. Results showed that Chinese ability and phonetic consistency affected fixation proportions. For the high level group, the proportion of target was higher in high consistency condition than the low consistency condition after the target onset. Significant consistency effect was found between 300 milliseconds and 500 milliseconds as expectation. For the low level group, there were opposite results compared with high level group and tended to show “phonetic combinability effect” between 300 milliseconds and 500 milliseconds. Subjects had more fixations on those characters with the amount of the same phonetic radicals. It seemed that the visual information attracted more than sound information. These results implicated that CFL students with alphabetic language background have accumulated the phonetic consistency concepts of Chinese phonograms after years of learning; in other words, the phonetic information of Chinese characters also involved in the word-recognition processing for CFL students. At the end, we provided some advices for teaching Chinese as a foreign language based on the present findings.

本研究旨在透過漢字字感教學法，試圖解決前人研究中各式漢字教學法之侷限性，進而發展出能在有限華語教學時數內完成、具有教學成效、符合各類漢字字源演變與特質，且能引起學習者動機，建立字感的漢字教學設計。本研究對字感的定義也同樣是教學目的：學習者經過漢字教學，掌握漢字的大概念後，將所學的知識應用到未學過的漢字上。學習者因而能夠有系統的分析、推測新字的形音義，或者有能力檢視漢字的形音義是否正確合理，如此有助於增進漢字學習效率。 本研究採用教學實驗法，以自編之漢字字感教材，連續十週開設免費班課程，每次上課50分鐘，對初、中級華語學習者進行教學實驗。教材字例以教育部華測會主辦之華語文能力測驗《基礎八百詞》中出現的漢字為主，總共分為五個主題：象形字例教學、指事字例教學、會意字例教學、形聲字例教學、假借字例教學。各教學主題內容主要分為：（1）教學前教師漢字知能建立與教案設計、（2）教學中活動操作步驟、（3）教學後學習評量施測與檢討、（4）學習者課程回饋單。本研究實驗課程合計教授142個漢字。 本研究主要結果如下： 一、字感教學確有教學成效。字感教學可建立教師正確的文字學知識與漢字釋義能力，並協助教師在有限教學時間內，運用本身知能有效率的進行漢字教學，減少學習者學習負擔。 二、字感教學符合教學需求與學習需要。字感教學透過為教育部華語文能力測驗（TOCFL）測驗公布之《基礎八百詞》中常用漢字量身打造教學活動，可以符合華語文教師實際教學需求、學習者學習需要，且讓學習者願意接受、提高學習興趣。 三、字感教學可引起學習動機，有助後續漢字學習。字感教學中的漢字書寫教學讓華語文學習者建立推測漢字「字音、字形、字義」的判斷、自我糾正、自主學習能力，破除漢字難學之迷思。經過有步驟、有系統、有意義、有樂趣、有文化的字感教學後，從客觀的學習評量分析可發現學習者確實能將課堂所學應用至推測與分析未學過的漢字，且可提升華語文學習者漢字書寫能力，從根本改善「動口不動手」的學習結果。 最後，本研究對往後教學實驗可修正與改進的部分提出建議，並期許藉由字感教學，讓全球華語熱因漢字的特色與文化更熱，讓世界各國感受到中華文化的美、智慧與溫度。 / The main purpose of developing the Chinese Character Perception Teaching Approach is to solve the restrictions existing in current Chinese character teaching approaches. Due to the limited time and proportion of Chinese character teaching in teaching Chinese as a second language (CSL), a set of lesson plans are made to possess certain efficiency, meet the different origins and property of each character from the six categories of Chinese characters (liùshū), invoke learners’ motive and build their solid perception toward Chinese characters. The goal of the teaching approach, as well as a more detailed definition of Chinese character perception would be: after going through Chinese character teaching approaches and master the big idea of each category of Chinese characters, learners would be able to transfer their knowledge to comprehend the characters they have not learnt yet. Thus, learners could analyze characters systematically, connect the sound, meaning and structure of characters, or observe whether a character is correctly written or pronounced according to its property. Chinese character learning efficiency would then be improved. In order to prove the positive effects of Chinese Character Perception Teaching Approach, the following items are practiced: the self-designed lesson plans and teaching materials to beginners and intermediate learners in CSL classroom. The experiment lasts for ten weeks, 50 minutes each time. The characters chosen in experiments are from “Standard 800 Phrases,” which is one of the bases of Test of Chinese as a Foreign Language (TOCFL). The teaching experiments are divided into 5 themes: pictographs, self-explanatory characters, associative compounds, pictophonetic characters, and phonetic loan characters. Each theme’s lesson plan contains: 1. before teaching—building teacher’s competence of Chinese characters; 2. during teaching—listing out activities and steps of teaching; 3. after teaching—assessment and review; 4. feedback sheet from students and teaching efficiency analysis. Throughout the experiment, 142 Chinese characters are taught and comprehended in total. The results of this study are listed as following: 1. Chinese Character Perception Teaching Approach is proved to be effective and operative. It provides teacher with appropriate knowledge of etymology and competency to explain the big ideas of different Chinese character categories in a way that is comprehendible to beginners and intermediate learners. 2. Chinese Character Perception Teaching Approach meets the need of both teaching and learning. This teaching approach is tailored to suit requirements in practical teaching and helps learners to prepare themselves for taking TOCFL. Besides, according to feedback sheets, students’ interest towards Chinese characters and related cultural issues are invoked. 3. Chinese Character Perception Teaching Approach can help learners to analyze characters systematically and connect the sound, meaning and structure of characters even before they are taught. Also, through adequate writing practice, students are familiar with the strokes of Chinese characters. Therefore, they are able to write not only correct, but also make words better-looking. Finally, the reaserch brings up some suggestions to modify and improve the Chinese Character Perception Teaching Approach. The author expect that through this effective and interesting way of teaching characters, the myth of “Chinese characters are hard to learn” would be broken, and let students from all over the world truly feel the warmth, the beauty of Chinese language and culture.