摘要
本文探讨汉语作为第二语言学习的外国学生对汉字知音和知义之间的关系。研究以学习汉语的74名日本、韩国、印尼、美国学生作为被试,采用纸笔测验的方法,要求被试写出30个已学过的汉字的拼音和意思。结果显示,日本、韩国学生的汉字拼音成绩和意义成绩之间没有显著相关,而印尼、美国学生汉字拼音和意义成绩之间有显著相关,表明将汉语作为第二语言的学生学习汉字时对汉字知音和知义之间的关系,随学生母语背景不同而变化,有表意文字背景的日韩学生记忆汉字的意义可能不依赖汉字的正确读音,而表音文字背景的印尼、美国学生记忆汉字的意义则可能依赖汉字的读音。这个结果支持“母语的正字法影响第二语言的文字加工”的观点。
This study investigated the the relationship between knowing the pronunciation and knowing the meaning of Chinese Characters among CSL Learners. In a paper-pencil test, 74 beginning learners from Japan, Korea, Indonesia and America were asked to write down the pinyin and meaning of 30 Chinese characters. The results showed that for Japan and Korea learners the scores of pinyin and meaning were not significantly correlated, but for Indonesian and American learners, the scores of pinyin and meaning were significantly correlated. These results suggested that the CSL Learners's L1 background may affect the relationship between knowing the pronunciation and knowing the meaning of Chinese Characters.
出处
《语言教学与研究》
CSSCI
北大核心
2003年第6期51-57,共7页
Language Teaching and Linguistic Studies
基金
国家社会科学基金项目(00CYY003)
教育部人文社会科学百所重点研究基地重大项目(2000ZDXM740006)的资助
关键词
外国学生
第二语言学习
汉字
知音
知义
母语背景
读音
字义
Chinese as a second language
Chinese character
knowing pronunciation
knowing meaning
