| 摘要: | 全球有五分之一的人口使用漢語做為母語，加上中華地區經濟崛起的緣故，愈來愈多人將漢語做為第二外語來學習，擴大了漢語的學習市場。進一步來看，現今海外華人人數約為五千萬人；而在台灣的大陸與外籍配偶從2002年的二十二萬人次，已增加到四十四萬人次，其中外籍配偶約占十四萬六千人次。由這些現象可看出華語教學的需求量與重要性日漸增加。
語言學習可分成口語能力和文字能力的訓練，若是以漢語做為第二語言的學習者已有基本的口語能力，但是由於漢字字形不直接表音的特性，使得學習者難以培養漢字的文字能力。反觀屬於拼音文字系統的英語，若是以英語做為第二語言的學習者同樣具備基本的口語能力，欲進一步加強其文字能力，學習者只須學會英語的拼音系統後，就能邊念單字邊把它拼寫(spell)出來。
為符合漢語學習者的學習背景，採用「部件教學法」幫助學習者構築現代漢字，進而學習到部件延伸的漢字，是為基礎有效率的教學方法。由此找出漢字表音和表意的線索，形聲字是最能符合此種特徵的漢字結構。形聲字在現代漢語通用字中佔八成，大多是由一個表意的形符加上一個表音的聲符。若能強調由聲符表音的線索，將能輔助漢字識字教學與漢字研究。
本研究強調聲符表音的線索，以關聯式規則探勘出形聲字發音規則。本研究進一步地找出影響形聲字發音的關鍵因素，以此探勘主要的形聲字發音規則。再輔以漢語音韻學的知識，建立漢字發音的階層架構，進行多層次形聲字發音規則探勘，藉此幫助漢語學習者與教學研究歸納形聲字發音的情形，帶領他們從宏觀或是細微的角度了解漢字發音的脈絡。最後用視覺化的方式呈現這些規則，並設計簡單、好記、一目了然的系統輔助漢字識字教學與漢字研究。
There are twenty percent of people who learn Chinese as a mother tongue in the world. Because China’s economy is growing rapidly in the recent years, learning Chinese as a second language is regarded as a more and more important training, and the number of Chinese learners increases multiple times, too. Moreover, the overseas Chinese population is about fifty million. Because the society of Taiwan has transferred, the foreign spouse and mainland China spouse population has risen from 230 thousand in 2002 to 440 thousand now in Taiwan. The foreign spouse population is more than 146 thousand. We can see that the demand and the importance of Chinese teaching have increased continuously from such a tendency.
Language learning can be divided into the oral language learning and the written language learning. For the learners who learn Chinese as a second language, even if they have the basic Chinese oral abilities, they are still hard to read and write Chinese characters since the shapes of Chinese characters do not represent their pronunciations directly. On the other hand, if English learners have the basic English oral abilities, they are easy to read and write English through learning English alphabetic system.
In order to fit the background of the Chinese learners, the phonetic component teaching is adopted to assist Chinese learners in composing modern Chinese characters and learning the derived characters further. It is the basic and efficient Chinese teaching method. In the phonetic component teaching, the learners can find the clues to both the pronunciations and the meanings of Chinese characters, and semantic-phonetic compounds are exactly proper to teach the Chinese learners. There are 80.5% semantic-phonetic compounds in the 7000 common Chinese characters, and most of them are formed with one semantic component and one phonetic component. If we can emphasize the clues to the pronunciations of Chinese characters, the phonetic component teaching and Chinese researches will be improved.
Association rule mining was applied to discover such knowledge, and the results are called the pronunciation rules of semantic-phonetic compounds. This approach found the key factors of phonetic components which have the strong connection with the pronunciations of semantic-phonetic compounds and then provided Chinese learners and Chinese researchers with the primary pronunciation rules of semantic-phonetic compounds. With the knowledge of Chinese linguistics, we constructed the hierarchical Chinese pronunciation structure and discovered the hierarchical pronunciation rules. These rules are the overview of the pronunciations of semantic-phonetic compounds and aid both Chinese learning and Chinese researches. Therefore, they can learn the pronunciations of Chinese characters not only in the general aspect but the specific aspect. These rules were represented in visualization and the simple, memorable and understandable system was designed to assist both the Chinese literacy teaching and Chinese researches. |
