本研究旨在探討書寫漢字對初階拼音文字為母語外籍生學習華語之識字成效，並採用調查法和實驗法來達到上述目的。研究一分別施測100題中英字詞辨識作業及100題手寫漢字作業後對比其識字正確率和寫字之字數、結構完整及筆順正確之字數來進行識字能力與書寫能力兩者之關聯性調查。經採用Pearson積差相關係數分析後發現，識字能力與書寫能力確實呈現正相關。研究二則更進一步探究手寫及字詞呈現方法(整字呈現或依照筆畫呈現)為獨立變項，並以前後測之間的字詞辨識作業能力進步情形為依變項，設計二因子2x2進行教學實驗。本研究發現，識字和寫字可能存在因果關係，書寫漢字確實能夠有效提高識字表現，但是字詞呈現方法和兩者交互作用則未達顯著。本研究建議「書寫教學」應有助於漢字字型在長期記憶中的固化並間接強化組字覺識，進而導致較好的漢字習得表現。研究者認為書寫漢字在華語初階識字教學中有其必要性，並且透過實證研究結果提出若干於相關教學領域之實務建議。
關鍵詞：識字、字詞習得、寫字、華語教學

Vexing issues of writing characters at CFL preliminary stage have been upsurged. The present study aimed to investigate the argument of writing characters is detrimental and demotivated to learning Chinese at CFL beginning level. Study 1 was conducted to scrutinize the correlation between writing performance and character recognition. Pearson correlation coefficient was adapted for data analysis of study 1, showing positive significant correlation between character recognition and writing ability. In study 2, a 2x2 experiment was conducted with pedagogy type and character presentation type as two independent variables and the progressed accuracy of character recognition task from pretest to posttest as the dependent variable. The results of ANOVA in study 2 evidenced that writing behavior influenced character acquisition performance significantly; however, no statistically significant difference was found on the character presentation type or the interaction of the two independent variables. The present study suggests that visuomotor program may consolidate character long-term memory, help forming orthographic awareness and lead to character acquisition. Re-evaluation of the role of writing on character learning is needed and hopefully the statistic findings have somewhat implications for written language education of TCSL.

Keywords: character recognition, character acquisition, handwriting, TCSL

Chapter 1 Introduction...1
Chapter 2 Literature Review...5
2.1 The Chinese Writing System...5
2.1.1 General discussion...5
2.1.2 Constituents of Chinese Characters...5
2.1.3 Configuration of Chinese Characters...6
2.1.4 Diversity in Logogram and Alphabet between Chinese and English...7
2.1.5 Gap in Learning Chinese Characters...9
2.2 Studies on Chinese Character Acquisition...10
2.2.1 Character Orthographic Acquisition...10
2.2.2 Character Semantic Acquisition...12
2.2.3 Character Phonological Acquisition...13
2.2.4 Studies on Practical Instruction for Chinese Characters...15
2.2.5 Summary of Character Acquisition...16
2.3 Debates in Theoretical and Practical Studies...17
2.3.1 Kinesthetic-Orthographic Encoding: Writing...17
2.3.2 Visual-Orthographic Decoding: Reading...19
2.3.3 Inconclusive issues in Chinese Character Acquisition...20
Chapter 3 Thesis Structure...23
3.1 Research Design...23
3.2 Research Plan...24
Chapter 4 Correlation between Handwriting Performance and Character Recognition...25
4.1 Methods...25
4.1.1 Participants...25
4.1.2 Materials and Instruments...26
4.2 Procedures...27
4.3 Results and Data Analysis...27
4.4 Summary of Study 1...30
Chapter 5 The Influence of Handwriting on Character Recognition...31
5.1 Methods...31
5.1.1 Participants...31
5.1.2 Materials and Instruments...32
5.2 Procedures...33
5.2.1 Procedure of Type1: Holistic Presentation with Visuomotor Learning...33
5.2.2 Procedure of Type 2: Analytic Presentation with Visuomotor Learning...34
5.2.3 Procedure of Type3: Holistic Presentation with Mono-Visual Learning...34
5.2.4 Procedure of Type4: Analytic Presentation with Mono-Visual Learning...35
5.3 Results and Data Analysis...35
5.4 Summary of Study 2...36
Chapter 6 General Discussion...38
6.1 Writing Effect on Character Recognition...38
6.2 Writing Effect on Orthographic Awareness...39
6.3 Inconclusive Findings of Analytic Effect...40
6.4 Summary...41
Chapter 7 Conclusion...42
References...44
Appendices...50

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