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研究生: 藍燕嬋
Lam, Yin-Sim
論文名稱: 在德國CFL大學生中文應用文寫作素養之表現分析
An Analysis on German CFL University Students' Performance of Chinese Practical Writing Literacy
指導教授: 林振興
Lin, Jen-Shing
學位類別: 碩士
Master
系所名稱: 應用華語文學系
Applied Chinese Language and Culture
論文出版年: 2017
畢業學年度: 105
語文別: 中文
論文頁數: 120
中文關鍵詞: 語文素養二語寫作華語寫作應用文寫作評量學習者背景
英文關鍵詞: Literacy, Second Language Writing, Chinese Writing, Practical Writing, Writing Assessment, Learners' background
DOI URL: https://doi.org/10.6345/NTNU202202702
論文種類: 學術論文
相關次數: 點閱:134下載:19
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  • 近年來,語言學習中有關語文素養的概念愈來愈受到重視,語文素養的定義、評量及提升策略等研究議題備受各方學者關注;但大部分的研究只集中探討母語語文素養,忽略了二語語文素養之研究發展。

    正因過去研究中未見探究華語學習者之二語語文素養,以及相關之形成因素,研究者遂以中文成人語文素養指標架構及範例試題(柯華葳,2010)為基礎,發展出華語應用文寫作素養評量測驗及問卷調查之研究,分析德國波鴻魯爾大學CFL大學生的中文應用文寫作素養。

    本研究之測驗及調查以上述大學29位修讀中國語文學系應用文寫作課的非華裔中級或以上華語學習者為研究對象,進行施測並統計,分析測驗數據後得出以下四個發現:

    一、學習者之個人背景並非影響華語寫作素養的顯著因素。
    二、學習者在華語寫作上的自我認知不足,尤其在華語應用文寫作格式方面的自我認知能力。
    三、學習者的中華文化融入程度顯著影響其華語應用文寫作素養。
    四、學習者的華語讀寫情形和態度顯著影響其於華語寫作中的語言組織及表達層面之能力。

    本研究成果能作為華語教師及研究人員於語文素養及寫作教學上之參考。

    In recent years, the concept about literacy in language learning has gradually earned more and more attentions. The definition, assessment and teaching strategy of literacy have been concerned much more than before. However, most of the researches only focus on first language literacy while the studies and development about second language literacy have almost been left in blank.

    Noticing the lack of studies about writing literacy in Chinese as a second language in the past, this study aims to look into Chinese practical writing literacy assessment. Based on the Language Framework for National Adult Literacy Assessment in Taiwan and the related sample test topics (Ke, 2010), this study has designed its own writing test and questionnaires to assess German CFL university students’ performance of Chinese practical writing literacy.

    This study invited 29 CFL students who studied in the Chinese practical writing class in a university in Germany. They were all non-Chinese and at B1 or above levels. We carried out a practical writing assessment and distributed questionnaires, and we have the following findings after data analysis:

    1. CFL Learners’ backgrounds are not notable factors for Chinese writing literacy.
    2. CFL Learners lack in self-awareness and self-cognition on Chinese writing, especially in the aspect of the form and format of Chinese practical writing.
    3. The extent for CFL Learners to blend into Chinese culture remarkably affects their Chinese practical writing literacy.
    4. CFL learners’ Chinese reading habits and attitudes notably affect their ability of language organization and expression in Chinese writing.

    The results of this study can be used as reference for further researches about literacy and teaching second language writing.

    目 次 第一章 緒論....................................................1 第一節 研究背景及動機.......................................1 第二節 研究目的及問題.......................................5 第三節 研究範圍及名詞釋義...................................5 第二章 文獻探討................................................8 第一節 語文素養的定義與沿革.................................8 第二節 各國語文素養之研究...................................12 第三節 學習者背景、文化背景與讀寫習慣之影響.................22 第三章 研究設計與實施..........................................25 第一節 研究方法及架構.......................................25 第二節 研究步驟.............................................26 第三節 研究對象與場域.......................................28 第四節 研究工具.............................................29 第五節 資料蒐集及分析.......................................32 第四章 研究結果及分析..........................................34 第一節 研究概況及個人背景變項...............................34 第二節 華語寫作自評與文化融入...............................46 第三節 華語讀寫情形與讀寫態度...............................54 第五章 研究結論及建議..........................................65 第一節 研究結論.............................................65 第二節 討論及建議...........................................66 第三節 研究限制與未來研究方向...............................73 參考文獻.......................................................75 附 錄.......................................................86

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