香港高中學生閱讀文言文的表現與困難

Hong Kong Senior Secondary Students’ Performance and Difficulties in Reading Classical Chinese Texts

本研究針對香港中學生文言文閱讀能力不足的問題，以古今漢語的差異和認知 心理學的閱讀研究為理論基礎，結合量化和質化方法，探討學生在字詞認讀和篇章 理解兩個層面的閱讀表現和困難。參與研究的對象共454 名中四學生，他們來自4 所 不同能力的中學。研究先以文言文語譯測驗和閱讀理解測驗測量全體學生在不同層次 的文言文閱讀表現，再在每所學校隨機選取12 名學生合共48 人進行半結構小組訪談， 以深入了解學生閱讀文言文的相關知識、策略和困難。研究結果反映香港中學生在 字詞認讀和篇章理解兩個層面的文言文閱讀能力均欠佳，其中又以認讀層面的表現較 弱；研究亦發現學生的古漢語知識薄弱，對文言文語譯和理解策略的認識和運用能力 均不足。針對學生閱讀文言文的問題，本研究提出了一些教學建議，以供教師思考 如何提高學生的文言文閱讀能力。

In response to Hong Kong students’ poor ability in Classical Chinese (CC) reading， the study adopted both quantitative and qualitative methods to examine Hong Kong students’ performance and difficulties at the decoding and comprehension level of CC reading based on the theoretical foundation of linguistic analyses and reading studies from cognitive psychology. A total of 454 Secondary 4 students from four schools with students of different ability levels participated in the study. All students received a CC translation test and a CC reading comprehension test to assess their CC reading performance at different levels. Twelve students from each school with a total of 48 students were randomly selected to participate in semi-structured group interviews to explore their knowledge， strategy use， and difficulties in CC reading. Findings of the study indicated that students’ performance in both decoding and comprehension level was unsatisfactory. Their decoding ability was especially weak. The findings also revealed that students’ knowledge in CC language and their use of translation and comprehension strategies were poor. Suggestions for teachers to reflect how to improve students’ CC reading ability are discussed based on these findings.