| 摘要: | 本研究以國小三、五年級學童為研究對象，聚焦於聽寫任務所產生的錯字表現，以此分析兩個年級的錯字量與錯字類型分布，並探討錯字量與詞彙量及流暢度之間的關聯。測驗採用的聽寫任務為十五個雙字詞，共三十個字，而詞彙能力是以畢保德圖畫詞彙測驗評估；流暢度則是以計時抄寫來評量。錯字類型依字形特徵與錯誤來源分為形似、音近、意義、結構、筆畫、部件與其他等七類。研究結果顯示，三、五年級學童在錯字量與錯字類型分布上呈現階段性差異，並且不同國字在錯誤類型上也呈現明顯差異，其中以部件錯誤與筆畫錯誤為主要錯誤類型。此外，詞彙量與錯字量之間呈現低度但顯著的負相關，代表詞彙能力較高的學童，在聽寫時較能正確提取字詞；流暢度亦與錯字量呈顯著負相關，反映書寫動作的自動化程度對書寫正確性有影響。另外，字形結構複雜或部件較多的國字錯字量特別高，反映字形複雜度對學生書寫正確性具有關鍵影響。因此，本研究結果發現，字形複雜度、詞彙能力及流暢度皆為影響錯字表現的重要因素。並根據結果對漢字書寫認知以及教學方面提供參考。最後，本研究亦嘗試提出教學與未來研究建議，以期提升學童的字形加工能力與整體書寫正確性。;This study targeted third- and fifth-grade elementary school students, focusing on the misspellings produced in a dictation task. It analyzed the number of incorrect characters and the distribution of error types across the two grades, and examined the relationships among the number of errors, vocabulary size, and fluency. The dictation task consisted of fifteen two-character words (thirty characters in total). Vocabulary ability was assessed using the Peabody Picture Vocabulary Test-Revised, and fluency was measured through a timed copying task. Based on orthographic features and sources of errors, misspellings were classified into seven categories: visually similar, phonologically similar, semantic, structural, stroke-related, component-related, and other. The results showed developmental differences between third- and fifth-graders in both the number of errors and the distribution of error types. Different Chinese characters also exhibited clear differences in error types, with component-related errors and stroke-related errors being the most common. In addition, vocabulary size showed a low but significant negative correlation with the number of errors, indicating that students with stronger vocabulary ability were better able to retrieve characters and words accurately during dictation. Fluency was also significantly negatively correlated with the number of errors, suggesting that the degree of automatization in writing movements affects writing accuracy. Moreover, characters with more complex structures or more components had particularly high error rates, reflecting the critical role of orthographic complexity in students’ writing accuracy.
Therefore, the findings indicate that orthographic complexity, vocabulary ability, and fluency are all important factors influencing misspelling performance. The results provide references for research on Chinese character writing cognition and for instructional practice. Finally, this study also proposes teaching implications and directions for future research, with the aim of improving students’ orthographic processing ability and overall writing accuracy. |
