한자는 세계 역사에서 가자 유구한 역사를 지닌 문자 체계이며, 오랜 동안 중국, 대만, 홍콩, 일본, 한국과 싱가폴 등에 동아시아의 여러 국가와 지역에서 대표 문자로 사용되었다. 그러나 각 지역의 표준과 준칙, 체계, 서사 방법, 발음 표시법 등은 각기 다른 현상을 가지고 있다. 예를 들어, 중국 대륙의 간화자와 홍콩의 번체자, 일본의 한자와 한국의 한자가 그러한 예에 속하다. 한자는 표의 문자이며, 자의에 따라 구성된다. 중문 독해의 기초는 한자를 아는데서 출발하며, 한자를 앎으 로써 단어를 이해할 수 있다. 식자란 표준 자음과 자형 그리고 자의를 이해하는 심리 과정을 의미한 다. 각 국가와 지역에서는 식자량과 쓰기 한자의 양에 대해서 1006자부터 3500자까지, 825자부터 2600자까지 각기 다른 기준을 정하였다. 부건은 한자를 구성하는 가장 기본적인 단위로 각기 조합되면서 한자의 기능을 보여준다. 이는 곧 부건이 한자 학습에 가장 중요한 단위 요소임을 말해주고 있다. 각 국가와 지역의 한자교육은 듣기와 말하기 능력에서 출발하여 학생들로 하여금 한자의 발음을 판별하게 하는데 중점을 두었다 가, 이후에 식자교육을 실시하여 쓰기와 이해 능력을 발달시킨다. 그러나 각 국가와 지역의 한자 쓰기는 같은 방법이 아니어서 학생들로 하여금 동일한 한자를 다른 자형으로 인식하게 하는 혼란을 야기하고 있다. 이는 먼저 번체자를 학습하게 함으로써 해결 할 수 있는 문제이다. 학생들의 듣기 능력을 제고하기 위하여 먼저 한자의 발음을 익숙하게 한 후에 말하기 훈련 능력을 키우고 더 나아가 집중 식자를 실시하고 가장 마지막으로 읽기와 작문 훈련을 시행해야 한다.

The purpose of this study is to summarize and report on both academic and pedagogical implications of CALL studies published in English Teaching from Vol. 1 (1965) to Vol. 70, n. 2 (2015) by critically reviewing 118 CALL articles in a qualitative meta-analytic approach, and also to suggest future directions for CALL research and practice. The data analysis indicates that English Teaching has m빠 significant achievements in developing technology and language learning research from both quantity and quality standpoints. First, that CALL has been consistently discussed as a major topic. Second, the research has been ground-breaking in topics, technologies, and instructional approaches. Third, the studies have produced meaningful findings, practical suggestions, and positive conclusions for English education in Korea. On the other hand, there are also some neglected aspects: first, the primary concern has been mostly for the effectiveness of new technology by means of quantitative approaches; second, the study scope is limited; third, the research projects are not sustainable or are unsupported by follow-up studies. In the future of CALL, it is hoped that 1) the role and usage of technology will be studied more from the L2 perspective; 2) the target interest will be focused on normal curricula; 3) large-scale research will be better promoted; and 4) more international efforts will be undertaken for theory building.

Le nouveau programme d'enseignement du français de 2015 encourage le développement de la créativité et du caractère des apprenants. Le but de cette étude est d'explorer les moyens de développer la créativité et le caractère des lycéens qui apprennent la langue française comme deuxième langue étrangère en Corée. Nous avons d'abord examiné la situation actuelle et quelques problèmes de l'enseignement du français qui entravent le développement de la créativité et du caractère. Cette analyse nous amène donc à exploiter le travail en petit groupe et l'apprentissage par les tâches. Ensuite, nous avons examiné la notion de tâche actionnelle qui remplace celle de tâche communicative. La tâche actionnelle fournit un contexte, une raison « sociale » pour acquérir une langue. Elle est une série d'activités complexes et authentiques qui aboutit à un produit final, destiné à être présenté oralement et/ou par écrit, et donc adressée à un public réel. Enfin, nous avons proposé une tâche actionnelle sur le thème du logement. L'enseignement du français par les tâches actionnelles permet aux apprenants de développer une pensée créative et la diversité avec plus d'occasion de s'exprimer. Et ils peuvent aussi avoir des responsabilités et de la considération pour les autres en interagissant les uns des autres afin d'atteindre l'objectif commun du groupe.

홍콩에서 시행되는 언어교육 정책에 따라 중문과에서는 보통화와 광동어 중 어 떤 언어도 자유롭게 선택하여 교육 언어로 사용할 수 있다. 본문에서는 문헌 연구 를 통해, 보통화만 사용하는 경우, 광동어만 사용하는 경우와 보통화와 광동어를 혼용하는 경우에 따라 15개의 언어교육형식을 설계하였다. 동일 소학교의 5개 소 그룹으로 나누어 각기 다른 언어 학습 교육법을 적용하여 학생들의 한자습득 능 력 발전에 대한 영향 관계를 조사하였다. 본 연구는 여러 개의 안과 다양한 자료를 수집하고, 삼각 논증의 방식으로 상호 비교 검증하였다. 질적 연구 방면으로는 교실 수업 분석과 교사와 학생 면담자료 등 다양한 개별 측정의 방법을 사용하여, 수업 언어가 학생들의 교육에 미치는 영 향을 이해할 수 있도록 하였다. 양적 연구 방법으로는 실험연구와 두 번의 설문조사를 시행하여 수업 언어가 학생들의 한자 능력 발전과 학습 흥미와 동기에 미치 는 영향을 이해하도록 하였다. 한자능력에 대한 시험은학교와 가정, 사회의 세 개의 범주로 나누어, 학생들이 특정한 시험 시간에 사용하는 심리적 어휘를 측정하였다. 이상을 통해 우리는 다 음과 같은 결론을 얻었다. 동일하지 않는 교육 언어 형식은 학생들의 한자습득 능 력의 발전 전체에 모두 직접적 영향을 미치고 있다. 오로지 동일하지 않은 교육 언어를 사용한 반에서도 반별로 학생들의 한자능력의 발전에서도 각기 다른 표현 이 보였다. 방문면담의 결과를 취합하고 새로 적용한 후 시행한 2차 측정에서 이 미 이 결과를 알고 있는 교사는 서로 다른 교육 언어로 한자교육을 진행하면서 교사의 교육 목표, 교육 전략, 교육 시간의 설정과 배분에 영향을 받고 있었고, 학 생들 또한 한자습득 능력의 발전과 어문 교육의 흥미도에 영향을 받아 이전과는 다른 현상을 보여주었다. 요컨대 본 연구를 기초로 삼아 미래 연구의 방향을 제시하는 것 뿐 아니라, 본 연구의 성과가 언어 교육의 정책 결정자와 교사들에게 참고가 되어 향후 중문과 교육의 교육 정책을 결정하는데 도움이 되고자 한다.

The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

The research on washback of a test has little been carried out in Korea while it has been flourishing in language testing researchers overseas. This paper investigates whether the advent of NEAT has affected the perception of test takers and the teaching/learning practices in English classrooms of Korea. In addition, we also want to investigate the relationship between variables such as perception of test users, teaching/learning practices, and test scores. We carried out a survey with 601 students who were seated at NEAT administered in April 2013 as well as 3,267 third-year high school students who had no experience on NEAT. The analyses revealed some evidence to support that NEAT has an effect on the perception of the participants. However, the analyses also revealed that NEAT was not effective to appeal for a change in teaching and learning practices in English classrooms in Korea.

Malaysia is currently implementing the use of the Frog Virtual Learning Environment (VLE) in all government schools in the country. This paper outlines the basis for introducing the VLE in leveraging teaching and learning in Malaysian schools. It discusses the state of current literature associated with the use of VLE. In addition, it articulates the need for programme evaluation as a means for decision-makers to plan and take necessary corrective action to better implement VLE among teachers and students in schools. To sustain the implementation of this endeavour, a monitoring and evaluation mechanism must be put in place. This would determine how the VLE is performing and ascertain key success factors with the use of the Frog VLE among teachers and students. For this purpose, a survey research was undertaken using a sample comprising 426 teachers and 223 students from primary and secondary schools throughout the country. Reliability computations show Cronbach alpha values greater than .90 for the various constructs in the scaled items of the teachers’ and students’ questionnaires. The key findings of the study show significantly different perceptions (p < .05) in the use of Frog VLE as a learning tool between primary pupils and secondary students with significantly higher perceptions from secondary students on all aspects ranging from ease of use of Frog VLE to using Frog VLE as a collaborative tool for interaction within and outside the classroom. Factor analysis via the Principal Component Analysis method shows 3 critical success factors cited by teachers in the use of Frog VLE. The first factor concerns the functionality of VLE as a pedagogical tool; the second is associated with the user-friendliness of the VLE; and the third concerns the VLE as a tool for collaboration. An analysis of ranks derived from the mean computations of the variables within the first factor shows the VLE provides a platform for teachers to share ideas and opinions being ranked first. This is followed by VLE being used by students to obtain learning materials, which is ranked second. Third, the VLE being used by teachers to source for new teaching materials. Other major findings include issues associated with slow and unstable internet connectivity where secondary schools fared worse compared to primary schools and that rural schools tended to have more problems in connectivity as compared to urban schools. This paper puts forth a proposition that educational technology needs continuous monitoring and evaluation and effective change management is imperative to attain success in its implementation.

본 논문은 2014년 3월 <한국컴퓨터게임논문지>(제27권, 제1호)에 실린 "디지털 영상매체와 게임 콘텐츠를 활용한 상호문화교육 교수-학습 프로그램 개발의 필요성에 대한 이론적 검토"의 후속 연구이다. 상호문화교육을 위해 디지털 영상매체 중의 하나인 영화를 활용하는 것은 단순히 교수-학습 방법의 다양화에 기여하는데 그치지 않는다. 대학생을 대상으로 하여 문화상대성을 이해시키고 다문화 (또는 상호문화) 감수성을 증진시키는 교육에 상업영화를 적용시키는 것은 독창적이고 통합적인 상호문화교육의 장을 열어줄 수 있을 것이다. 또한 이는 문자텍스트에 주로 의존했던 전통교육의 한계를 극복하는데 도움을 줄 것이다. 현재 한국사회는 이주노동자, 결혼이민자, 북한이탈주민, 유학생 등과 같은 이질적인 문화구성원들의 유입으로 인해 여러 사회적인 도전에 직면하고 있다. 본 논문은 독일과 프랑스의 상업영화를 이용한 대학생용 상호문화교육 교수-학습 프로그램의 개발과 활용이 다문화사회로 진입단계에 한국사회를 보다 조화로운 사회로 구성하는데 도움을 줄 수 있음을 보이고자 한다. 이런 교수-학습 프로그램은 학습자에게 즐거움을 줄 뿐만 아니라, 배우려는 인간의 본능을 동시에 충족시킬 수 있다.

이 글의 검토 대상은 ‘한자․한문교육 현장실천 교수-학습 방법’이다. 그간의 연구현황 및 성과를 돌아보고 이를 바탕으로 향후의 과제점검을 목적으로 한다. 연구현황을 확인하기 위한 자료는 한국한자한문교육학회지『한자한문교육』과 한국한문교육학회지『한문교육연구』이다. 교수-학습 방법에 대해서는 한국한문교육학회 창립 30주년기념 학술대회(2011)와 한국한문교육연구총서『한문과 교수-학습 방법론』(2012)에서 그간의 연구실적을 정리하였다. 연구의 현황과 성과는 ‘한자’, ‘어휘’, ‘한시’, ‘산문’으로 분류하고, 이에 속하지 않는 것은 ‘일반자료’로 모아서 정리 하였다. 또한 ‘매체 활용교육’ 관련 자료도 별도로 언급하였다. 이상을 검토해 본 바 다음과 같은 몇 가지 과제가 확인되었다.첫째, 한시․산문 관련 교수-학습 방법 연구 성과가 부족하다. 이 부분에 대해서는 학회차원에서 기획주제로 다루어 이에 대한 연구의 활성화를 도모할 필요가 있다. 둘째, ‘수업모형’이나 ‘교수-학습 방법의 체계화’와 관련한 연구가 활발해져서 연구성과가 교육과정에 더 많이 축적되어야 하겠다. 현장교사들에게 있어 교육과정은 직접적인 수업안내 지침이기 때문이다. 셋째, 교수-학습 방법과 관련하여 이론연구보다 현장실천 연구실적이 상대적으로 빈약하다. 이의 해결을 위해 전공교사들의 학회 참여 유도가 필요하리라 본다. 교사 개인이 지닌 우수 지도방안을 공유할 수 있도록 하기 위해서이다.

This paper is an advanced work for the follow-up study 'Development of Teaching and Learning Programs of Intercultural Education in Universities Utilizing German and French Commercial Movies'. Before developing teaching and learning programs of intercultural education for undergraduates utilizing movies as one of the most typical digital image media in modern times, we try to review theoretical the utilizability of digital image media and game contents as very efficient tools of intercultural teaching and learning program. The breakthrough of digital information and communication technology, and the digital revolution leading to a paradigm shift in the history of mankind make the 21th century be called 'knowledge and information age'. The integrated and interactive communication way based on the development of digital technology has a great effect on recognition way, recognition pattern and recognition process of contemporary people. In addition, it is also changing human recognition per se. First of all, digital image media have caused not only the remarkable change of social and cultural environment, but also a revolutionary change of educational field. The digital image media are thought of as one of the most efficient communication media which can satisfy optical desires of humankind and realize multilateral and sympathetic interchanges utilizing other sense organs. Therefore, the digital image media are anticipated to be a very efficient tool of teaching and learning program. Through this theoretical review we try to emphasize the needs for the development of teaching and learning program of intercultural education utilizing digital image media and game contents.

The aims of this study were to explore the value of integrated use of the related literary texts and movies through teachers' awareness toward them, and to develop English teaching-learning method using them. Thirty-four primary school teachers who enrolled a graduate course participated in the study. The teachers read a literary text, Because of Winn-Dixie written by Kate DiCamillo, and watched the movie based on the text. Data collected were analyzed through a mixed method which used both qualitative and quantitative techniques. The result of the study emerged in two steps. First, experiences of participating teachers were investigated in terms of understanding literary texts and movies, participants' experience as both English learners and teachers, and the understanding of complementary aspects of a literary text and the movie based on the text. Then, teaching-learning method for English learners were developed. For example, the study suggested how to develop four language skills through integrated use of the literary texts and movies, and provided a list of related literary texts and movies applicable in diverse EFL contexts. Based on the results, the study suggested teachers to apply methods and techniques to other literary texts and movies in the teaching of English in EFL settings.

The purpose of this study was to examine English lecturers’ readiness toward internet use in English teaching and learning at selected universities in Jambi, Sumatra, Indonesia. A questionnaire was used as a research instrument to sixty-five participants who were recruited through a variety of networking sources, but forty-seven participants completed and returned the questionnaires. Data were analyzed by using descriptive statistics, Pearson Product Moment Correlation, and a t-test. The major findings indicated that the English lecturers’ readiness toward Internet use for teaching and learning was at an average level. This study also found that there was a significant positive correlation between the lecturers’ background of internet use and the level of lecturers’ readiness toward Internet use. There was a positive correlation between lecturers’ knowledge readiness and attitude readiness. However, there were significant differences in the level of readiness between English lecturers at public institutions and private institutions. The findings of this study shed light on policy makers and leaders’ understanding of English lecturers’ readiness toward internet use in English teaching and learning in Indonesian higher education. Policy implications and future research are also discussed.

The purpose of this study is to examine effective ways to introduce creative thinking skills development in the English learning classroom, specifically, focusing on questioning techniques and creative thinking techniques. The study explores selected creative-thinking techniques which are in accordance with English teaching methods and goals in the Korean context. The techniques highlighted were deemed adequate for enhancing creative and analytical thinking skills of English language learners and include the following: Brainwriting, SCAMPER, Lotus Blossom Technique, Forced Relationships/Analogy, Wishful Thinking Technique, Six Thinking Hats, SWOT, PMI technique, Flat Stanley Project. The study attempts to outline examples of and procedures for implementing such techniques in English education. The study is intended to provide insights for both researchers and practitioners alike and shall thus contribute to the ongoing discussion of integrating creativity education with English learning and teaching.

2010년 11월부터 유럽 4개국 5개 고등교육기관 10여명의 중국어교육관련 연구 자들은 매우 중요한 새로운 임무를 부여 받았다. 유럽언어공동기준(CEFR: Common European Framework of Reference for Languages)을 기초로 한 유럽중 국어공동기준이었다. 중국어는 자모문자가 아니라는 특성이 있기 때문에 이 연구 는 말하기와 쓰기로 분류하여 설계가 고려되었고, 각 등급에 따라 대응되는 “언어 능력표현”에 말하기-듣기 활동 관련 동사 어휘표와 읽기-쓰기 활동과 관련된 한 자표를 제작하였다. 更科学地把口语和文字区分开来, 以便更有效地发展学习者的语言能力。 본 문에서는 중국어의 말하기 듣기, 읽기, 쓰기 능력을 분리하여 강조함으로써 중국 어 교사가 더욱 체계적이며, 더욱 과학적으로 말하기와 문자를 분리하여 수업이 이루어질 수 있도록 이론을 체계화하였으며, 이로써 학습자의 언어 능력을 발전시키는데 효과적으로 구성하였다.

Music creation is important in enhancing elementary school children's motivation and interest for music learning. The purpose of this study is to analyze trends of master's theses about elementary music creation teaching and learning written between 2000 and 2011. A total of 147 master's theses on elementary music creation teaching and learning were analyzed. The theses were analyzed in respect to following six topics; (1) the years and institutes of publication, (2) subjects, (3) topics, (4) contents, (5) research methods, (6) teaching-learning strategies. The results are as follows. Firstly, the number of theses on music creation teaching and learning has decreased recently. Gyeongin National University of Education and Daegu National University of Education were the institutes which produced the biggest numbers of the theses on elementary music creation teaching and learning. Secondly, 40.41% of the theses targeted the grade group of the fifth and sixth grades. Only 9.59% targeted the first and second grades. Since 2009 the thesis on the first and second grades was not published at all. Thirdly, 46.95% of the theses dealt with the composition and improvisation activities simultaneously. Fourthly, 62.58% of the theses excluded Korean traditional music creation in their content. 12.94% dealt with the Korean traditional music creation only. Fifthly, 40.13% of the theses were about program design and excluded implementation. 37.43% were about program design and class implementation. Finally, the most preferred strategy was the use of teaching-learning materials (26.53%). The other strategies were the application of teaching-learning theories, the use of sequences, the use of musical pieces and so on.

The number of non-Chinese speaking (NCS) students in Hong Kong is increasing year by year. Their needs for education are increasing too. The educators and their NCS parents very concern how well these NCS students can adopt to the learning environment in Hong Kong, and have better academic performance, especially in Chinese language learning. Researchers believe that if the NCS students can learn Chinese language as earliest as possible, like in kindergarten stage, they can catch up with the local Chinese language curriculum requirement and standard much easier. Researchers worked with three kindergartens, and designed school-based Chinese language curriculum especially for these NCS young students. The curriculum emphasized the development of NCS young students’ listening and speaking abilities, strengthen their Chinese character learning ability and also teaching reading and writing skills. After one-year teaching experiment, it is found that the academic performance of these NCS young students’ was very impressive. They have great improvement in the learning of the sound, shape and meaning of Chinese characters. This presentation will report the research findings.

Since November 2010, a team of a dozen researchers from fiveuniversities and institutes of four European countries has been workingon challenging project: how to adapt the Common European Framework ofReference for Languages (in use since the beginning of the 2000 for thelearning, teaching and assessment of European languages around Europe)to the Chinese language, a very distant language for European learners,with the peculiarity of its non-alphabetic writing system. In the end,the approach adopted by the team was to make a distinction between oraland written activities at each level of the framework. For the oralactivities the team has provided lists of words, and for the writtenactivities lists of characters. We focus on one point: we hope thisdissociation between oral and written in the Chinese framework willencourage more and more teachers to separate oral and written in teachingand learning activities (as well as in the selection of teaching materials)so as to allow the learners of Chinese to develop each language competencemore efficiently.

이 연구는 근본적으로 지금의 학생들이 배움(수업)으로부터 도피하는 현상, 즉 학교붕괴(교실붕괴) 현상을 극복하고, 과학수업에서 과학을 어렵고 딱딱한 교과라는 인식으로부터 재미있는 과학, 우리 생활과 가까운 과학으로 인식시켜 과학학습 능력을 신장시키기 위한 것이다. 이러한 연구 목적을 달성하기 위한 수업방법으로 지금 시대가 요구하는 관계형성, 상호작용에 의한 소통과 공감의 수업모형인 구성주의 학습이론을 적용한 배움․나눔 공동체수업을 구안․적용하였다. 배움․나눔 공동체수업 과정은 크게 3단계로 나눠진다. 1단계는 원활한 상호작용과 소통을 위한 따뜻한 인사 건네기-수업의 핵심을 파악하기 위한 스스로 탐구목표 세우기 3분 전략-생각열기를 통한 흥미유발 및 수업방향 제시이다. 2단계는 교사와 함께 수업내용 파악-기초다지기 과정의 혼자 풀어요!-점프, 도전과제의 모둠원과 함께해요! 과정을 거친다. 마지막 3단계는 되돌리기 과정의 전체토론 및 발표수업, 배움․나눔 활동을 기록함으로써 수업과정을 정리하고 내면화한다. 이처럼 철저하게 계획된 수업과정을 통해 교사-학생, 학생-학생, 교사-학생-교재․교구와의 네트워크를 통하여 학생들은 스스로 수업내용을 탐구하고 문제해결력을 기르며 내면화하게 된다. 결국 서로를 배려하고 협력하는 과정 속에서 과학수업의 학습능력 신장을 가져오고, 공동체의식이 함양되어 인성교육이 자연스럽게 이루어진다.

The advancement in technology and availability of Computer Mediated Communication (CMC) technology and the Internet made meaningful interaction possible in both on and offline environments, which is referred to as blended learning. Blended learning has recently begun to gain popularity in ELT, and appropriate models of blended learning need to be developed for EFL classrooms. However, there have not been many attempts to investigate its application and development of appropriate teaching and learning models of blended learning in the field of ELT, especially in relation to English language skills and subskills. Therefore, the purposes of this study are to investigate the students’ perspectives and effectiveness of blended learning in English pronunciation skills, and to explore gender differences in blended learning. The subjects of this study consist of 173 Korean university students, and quantitative data including questionnaire and pre-experiment were collected. The major findings of the study are as follows. First, students’ perspectives in blended learning, its components, and tools were very positive. Second, blended learning was found to be effective in the development of segmental and suprasegmental pronunciation skills. Third, there were few significant gender differences found regarding social aspects of online interaction. Implications and suggestions based on the findings and discussion are provided.

近年，香港中學學制逐漸轉變，其中中國語文的教學模式和學習範圍也作出了大幅度的改動。對於學生的語文能力來說，究竟帶來了甚麼影響呢？當中關於漢字部分，究竟學生經過十多年的語文學習之後，對漢字的認識有多深呢？　　筆者在過往數年的教學過程中，接觸的主要是大學一年級的同學。不管原來唸文科、理科還是商科，從他們的表現中，都發現一個有趣的現象。愈是近年的同學，對於「傳統正字」（例如「鉅、祕」等）的認識愈是模糊，很多時把正確的字誤以為錯字而逕予改正。可是，這種情況在數年前並不是那麼嚴重的。那麼，近年來這種情況有多究竟嚴重呢？　　為觀察同學漢字認識程度的變化，筆者根據過去數年的錯別字試題做了統計。本文將根據這些統計數字，考察同學對「傳統正字」的認知失落情況。　　同學的漢字認識是在小學養成，在中學深化的，如果經過中學階段後，卻出現對「傳統正字」的認知失落，看到與所教所習不同的字，就視為錯字，則問題出在哪裏。　　當前香港的中學中文課程改革仍在進行，這個研究將持續多年，從而看看由範文到取消範文，由七年制轉成六年制之後，香港學生對「傳統正字」的認識能力有何轉變。筆者希望透過持續研究，審視這個現象跟中學階段中國語文科取消範文閱讀以及增加其他內容的課程改革之間有沒有關係。　　筆者希望藉這個研究所得的結果，重新思考在香港的漢字學習環境下，大學「正字」教學如何定位，以樹立語文的判別能力為目標，使同學「習其一亦知其餘，明其新亦識其舊」，來補足同學對傳統漢字正字的認知缺失，不至於遇到他人所寫「正字」迥異時，瞠目結舌，甚至誤以為錯字，逕行改正，結果貽笑大方。