在第二語言學習中，學習歷程與學習效果受到許多因素影響，其中中文為二語學習者( CSL )所使用的學習策略在華語學習中扮演著重要的角色，過往研究多探討教學方式，本研究將聚焦於學習策略與漢字類別對CSL在學習歷程中的腦神經機制及學習成效的影響。本研究為二因子受試者內實驗設計，獨變項有二，學習策略（漢字鍵接圖、純文字）與漢字類別（具體、抽象），依變項為事件相關電位（N170、P200、N400、P3b）。參與者之成長過程不在漢字文化圈國家內，且皆無正式學習華語之經驗。實驗階段可分為學習歷程及測驗漢字匹配作業兩部分。於學習歷程階段中記錄事件相關電位；漢字匹配作業階段中則記錄參與者作業表現之正確率。研究結果顯示兩種不同學習策略對於漢字學習歷程在事件相關電位的振幅有顯著差異，漢字鍵接圖像學習策略之N400振幅大於純文字學習策略。在抽象漢字類別條件中，鍵接圖學習策略之P3b大於純文字學習策略；而漢字類別相較於學習策略，對學習歷程的影響則較不明顯。本研究結果顯示漢字初學者利用鍵接圖學習策略學習抽象漢字有較佳的學習成效。

In second language acquisition, the learning process and performance are affected by many factors. Learning strategies play an important role in the study of Chinese as a Second Language (CSL). Where previous studies mainly discuss teaching methods, this study focuses on the impact of learning strategies and Chinese character categories on the neural mechanisms of CSL learners’ brains and learning outcomes.
This study is a 22 factorial (learning strategies: Chinese Character Key-image Pictures, text; categories of Chinese characters: concrete, abstract) using a within-subject experimental design. The dependence variables are event-dependent potentials (N170, P200, N400, P3b). The participants are not from an East Asian cultural background, and have no formal experience in learning Chinese. The experimental phase includes a learning phase and a testing phase. In the first part, participants used the Chinese Character Key-image Pictures learning strategy and the text-learning strategy to memorize both concrete and abstract Chinese characters. During the learning phase, the event-related potentials (ERP) indices were measured; during the testing phase, accuracy was measured. The results from the learning phase showed significant differences between the two different learning strategies as measured by ERPs. That is, the N400 amplitude of the Chinese Character Key-image Pictures learning strategy is greater than that of the text learning strategy. In the category of abstract Chinese characters, the P3b of the Chinese Character Key-image Pictures learning strategy is larger than that of the text learning strategy. The Chinese character category has less influence on the learning process than the learning strategy. The results show that CSL beginners have better learning outcomes when using Chinese Character Key-image Pictures.

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