HKIER

摘要

本研究採量化測試方法，探討香港少數族裔小學生的中文字形知識、轉寫能力與寫作表現的關係。研究對象為小四（n = 34）和小六（n = 37）兩級共71位學生。研究結果反映香港少數族裔小學生的中文轉寫能力與寫作表現的關係密切。在兩種轉寫能力中，以拼寫的影響較書寫大，拼寫的影響會由小四維持至小六，覆蓋整個小學階段；而書寫只對小四的寫作篇幅有顯著影響。另一方面，學生的轉寫能力不足，是受到字形知識所影響；在三種字形知識中，以表意部件的影響最為顯著，表意部件會通過轉寫能力影響學生的寫作表現。最後，本研究從寫作範疇的角度，在課程和教學兩方面提出建議，從而探討幫助提升香港少數族裔學生寫作能力的方法。

關鍵詞：中文第二語言教學；寫作；轉寫能力；字形知識

Abstract

This study incorporated quantitative testing to explore the relationship between Chinese orthographic knowledge, transcription skills and writing performance on ethnic minority primary students in Hong Kong. A total of 71 students (34 Primary 4 and 37 Primary 6 students) participated in this study. This study found that there was a strong relationship between transcription skills and writing performance on ethnic minority children in Hong Kong. Among the two transcription skills, spelling was found to affect writing performance more than handwriting skills, with spelling affecting students from primary 4 through 6, covering the entire period of primary education. Handwriting skills were found to have a significant effect toward the writing productivity in primary 4 students only. On the other hand, the students’ poor transcription skills have direct relationship with their lack of Chinese orthographic knowledge. Within the three aspects of orthographic knowledge, knowledge of semantic radical was the most important. Semantic radical knowledge affected students’ writing performance through their transcription skills. Lastly, recommendations were given to writing, both as a curriculum and as a teaching pedagogy, to help raise ethnic minority children’s writing performance in Hong Kong.

Keywords: teaching Chinese as a second language; writing; transcription; orthographic knowledge