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新加坡中学一年级(快捷课程)学生汉语字词认读能力调查研究 (A study on the reading of Chinese at the character and word levels for secondary one (express) students in Singapore
Author
Zhang, Yi
Supervisor
Lim, Seok Lai
Abstract
培养认读能力是华文教学的重要组成部分,学生认读能力的强弱与阅读和写作密切相关。为了解新加坡中学一年级(快捷课程)学生书面语认读能力的基本状况,本研究根据新加坡教育部发布的2007年小学华文生字表制作了一份实验表,选取了新加坡西部一所中学一年级(快捷课程)的60名学生作为研究对象,进行了汉语字词认读能力的调查研究。研究着重探讨五个问题:1、汉语字词认读能力差异;2、男女学生汉语字词认读能力差异;3、声调错误情况;4、词性与认读能力;5、认读能力的字词关联性和词句关联性。研究结果显示:新加坡中一(快捷课程)学生在认读的过程中,对于词的识别能力最好;其中,女生认读能力的表现要比男生来得好;可是,女生的声调错误率要高于男生;在词性方面,学生的认读能力表现是名词最好,动词第二,形容词最弱。基于以上结果,本研究建议教师在进行华文教学时,要注重性别与词性差异;在进行识字教学时,不要只单纯地教授个别字,应以词语为基本教学单位,让学生整体识记;通过听和读两方面的训练,加强声调的训练;适当调整教学方法,降低学生字词的回生现象。
The ability of learners to read the Chinese script is an important component in the teaching and learning of the Chinese Language as it is closely related to the ability to read and write. In order to investigate the reading ability of the Chinese script at the character and word levels of Secondary One (Express) Chinese students in Singapore, the researcher designed a test kit comprising of a character list, a word list and a short passage, based on the 2007 Character List (Primary Chinese) released by the Ministry of Education of Singapore, and conducted a research on 60 Secondary One (Express) Chinese students from a neighbourhood secondary school situated in the western part of Singapore. The research sets out to investigate the following: first, the difference between the subjects’ reading ability at the character and word levels; second, correlation between gender and reading ability at the character and word levels; third, mispronunciation of tone at the character and word levels; fourth, correlation between reading ability and word class; fifth, the difference in reading ability when test item is presented as isolated characters, words or sentences. The results show that the subjects perform best at the word level; girls outperform boys in all aspects of reading except for the pronunciation of tones; reading ability is correlated to word class and the subjects performed best with nouns, second with verbs, and next with adjectives. Base on the above results, it is suggested that teachers should pay attention to the gender gap during teaching and learning of reading at the character and word levels; to achieve best results, lexical items should be presented and learned as whole words instead of isolated characters or morphemes; the teaching of tone should be strengthened through listening and reading exercises; teachers should improvise teaching methodology to enhance the learning of reading at the character and word levels and constant reinforcement is required to achieve desirable results.
Date Issued
2013
Call Number
PL1171 Z469
Date Submitted
2013