中高級華語學習者對新詞之理解研究

Abstract

本研究旨在探討中高級華語學習者對新詞的理解與運用情形，並觀察教學介入後學習者在新詞學習上的表現變化。研究採用「前測—教學介入—後測」之設計，以18位在臺學習一年以上、具CEFR B2或HSK6程度之非華語母語學習者為研究對象。 在研究工具方面，本文選取35個國教院新詞網之社會類新詞，並依據新詞表現形式分為諧音類、縮寫類、符號類以及創新類，設計包含新詞釋義、情境判斷、詞義配對以及語句填空等題型之問卷，以了解學習者對新詞的理解與運用情形。教學介入則透過影片導入、情境討論、文本閱讀及課堂互動等活動，引導學習者在語境中接觸與理解新詞。 研究結果顯示，學習者在前後測中的作答表現有所變化。從不同題型之結果來看，各題型在前後測中的表現情形並不一致，部分題目於後測中的答對率有所提升，亦有部分題目變化有限。整體而言，學習者在前後測中的新詞作答表現呈現一定程度之差異。但學習者在新詞實際運用方面仍需更多練習。此外，不同類型新詞之表現亦有所差異，其中縮寫類新詞的變化幅度較明顯，而創新類新詞因涉及較多文化背景與隱喻意義，學習者理解上相對較具挑戰性。

This study explores how intermediate to advanced Chinese learners understand and use neologisms, and observes changes in their learning performance after instructional intervention. A pre-test–teaching–post-test design was adopted, involving 18 non-native Chinese learners in Taiwan with CEFR B2 or HSK Level 6 proficiency. The study selected 35 commonly used social-related neologisms in Taiwan, categorized into four types: homophonic, abbreviated, symbolic, and innovative. A questionnaire including definition, situational judgment, meaning matching, and sentence completion tasks was designed to examine learners’ understanding and use of neologisms. The instructional intervention included videos, situational discussions, text reading, and classroom interaction to help learners understand neologisms in context. The results showed some changes in learners’ performance between the pre-test and post-test. Different task types and word types showed different patterns of performance. Some items showed higher correct answer rates in the post-test, while others showed only limited changes. In general, learners still needed more practice in the actual use of neologisms.