以绘本促进非华语学童中文心理词汇的发展: 一个以香港幼稚园儿童为对象的行动研究

本文以香港特區幼兒園高班非華語學童為研究對象，結合第二語言學習理論及非華語幼童認字過程的研究成果，建立漢字認知模式並製訂幼兒中文閱讀繪本材料高、中及低三個程度的課程框架，目的是針對性地幫助非華語兒童有效擴展中文心理詞彙，為小學階段的中文讀寫訓練打下堅實基礎。文章冀能補充過去香港特區教育局在幼兒中文二語教學上的空白，配合幼兒園單元教學及照顧能力差異，總結出針對幼兒園高班最有效的識字策略，減低幼小銜接的困難，協助他們融入主流中文課堂，長遠有助於特區政府集中資源，以作日後更優質的教材開發與研究。

Taking into account the theories of second language learning and findings about the word recognition process of non-Chinese speaking (NCS) children, this research attempts to establish the cognitive patterns of Chinese characters of NCS children in upper kindergartens in Hong Kong and come up with a curriculum framework of using Chinese picture books for children of diverse reading abilities. The aim of the study is to help NCS children effectively expand their Chinese mental lexicons and lay a solid foundation for their Chinese reading and writing training at the primary school level. It attempts to develop learning materials which supplement the existing kindergarten curriculums to cater for diverse learning abilities, and determine the best Chinese character learning strategies by NCS children of upper kindergarten classes, thus filling the gaps left by Hong Kong’s Education Bureau in the areas of teaching Chinese as a second language for young children. The findings will help minimize the difficulties for NCS children in their transition to primary schools and facilitate their integration into the Chinese classes in mainstream schools. In the long term, the findings will lead to a more focused use of government resources in the development of high-quality teaching materials.