HKIER

摘要

香港缺乏有系統的標點符號教學法。本研究的目的，是發掘不同程度學生斷句及運用標點的策略。研究者以個案研究方法，請一名小五學生及一名中六學生利用電腦斷句，並替文章加標點。研究對象做實驗時須同時大聲說出腦中的念頭，由研究者記下口述資料。根據研究對象提供的背景資料、做實驗的議錄（Protocol），及研究者事後訪問對象所得，結果發現兩名對象對標點的認識不深，他們運用標點時採用了不同的策略。這些結果對日後改善標點教學有一定的幫助。

Abstract

In Hong Kong, effective punctuation teaching strategy is not well-developed. The present study aims at investigating the punctuating strategies of students in different levels. Two cases were studied in the experiment. Subjects included a primary five pupil and a form six student. The research subjects were asked to control a computer and divide passages into 'punctuation units'. Afterwards, they had to insert punctuation marks. During the experiment, the research subjects had to 'think-aloud'. The whole process was recorded by the researcher. According to the data collected (background information provided by the subjects, the think-aloud protocols and the data gathered in the 'stimulated-recall' interviews), the researcher discovered that both subjects did not have deep understanding about punctuation usage. However, various kinds of punctuating strategies were used. The result of the experiment may suggest some useful information about punctuation learning. It is hoped that this report will stimulate greater interest among educators in Hong Kong to improve punctuation teaching method in future.