Abstract
<p class="Default" style="text-align:justify; text-indent:1.0cm"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="layout-grid-mode:char"><span style="font-family:微軟正黑體,sans-serif"><span style="color:black"><span style="font-size:10.0pt"><span style="font-family:華康新特明體">自越南結束防疫封鎖並重新開放邊境後，赴台留學的越南學生人數顯著增加。根據教育部的統計，截至</span></span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">2022</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">年底，在台</span></span><span style="color:black"><span style="font-size:10.0pt"><span style="font-family:華康新特明體">灣就讀的越南籍學生達到</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">23,728</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">人，相較</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">2021</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">年的</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">18,821</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">人增長了</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">26%</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">，使其成為台灣外籍生中人數最多的群體。其中，不少越南學生選擇修讀新南向國際專班課程。針對這一族群，本研究透過對《當代中文課程》</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">1</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">、</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">2</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">冊中的單音節與雙音節詞彙及其在越南語中的對應漢越詞進行對比分析，探討如何有效利用漢越詞輔助越南籍華語學習者在台灣的新南向專班中提升學習效率。</span></span></span></span></span></span></span></p><p style="text-indent:1.0cm"><span style="font-size:11pt"><span style="font-family:"Times New Roman",serif"><span style="font-size:10.0pt"><span style="font-family:華康新特明體">研究結果顯示，《當代中文課程》</span></span><span lang="EN-US" style="font-size:10.0pt">1</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">、</span></span><span lang="EN-US" style="font-size:10.0pt">2</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">冊中共計有</span></span><span lang="EN-US" style="font-size:10.0pt">958</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個單音節與雙音節詞彙，其中</span></span><span lang="EN-US" style="font-size:10.0pt">446</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個為漢越詞，佔兩冊總詞數的</span></span><span lang="EN-US" style="font-size:10.0pt">47%</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">。其中，單音節詞</span></span><span lang="EN-US" style="font-size:10.0pt">214</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個，雙音節詞</span></span><span lang="EN-US" style="font-size:10.0pt">232</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個。經過詞義對比分析發現，</span></span><span lang="EN-US" style="font-size:10.0pt">170</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個漢越詞的詞義（占</span></span><span lang="EN-US" style="font-size:10.0pt">38%</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">）與對應漢語詞完全一致；</span></span><span lang="EN-US" style="font-size:10.0pt">268</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個漢越詞（占</span></span><span lang="EN-US" style="font-size:10.0pt">60%</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">）的詞義與漢語詞僅部分相同；僅有</span></span><span lang="EN-US" style="font-size:10.0pt">8</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">個漢越詞（占</span></span><span lang="EN-US" style="font-size:10.0pt">2%</span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">）的詞義產生了轉移。進一步分析這些漢越詞的詞義變化模式後，本研究歸納出兩個主要類型：一是詞義相同，二是詞義縮小。</span></span></span></span></p><p class="Default" style="text-align:justify; text-indent:1.0cm"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="layout-grid-mode:char"><span style="font-family:微軟正黑體,sans-serif"><span style="color:black"><span style="font-size:10.0pt"><span style="font-family:華康新特明體">基於上述發現，本研究建議教師在教授《當代中文課程》時，應對詞義一致與詞義變化的漢越詞進行區分，並採取差異化教學策略。具體策略包括：引入翻譯練習、詞彙搭配練習等，以幫助學生掌握詞彙意義並提高學習成效。本研究不僅揭示了漢越詞在華語教學中的潛力，亦為越南籍華語學習者提供了快速提升語言能力的途徑，進而縮短通過</span></span><span lang="EN-US" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">TOCFL A2</span></span><span style="font-size:10.0pt"><span style="font-family:華康新特明體">級別測驗的學習時間。</span></span></span></span></span></span></span></p>