拼音文字为背景的外籍学生对汉字形音认知的倾向调查

Research on Alphabetic Background Learners' Cognition toward Sound/Shape Connection of Chinese Characters

本文针对拼音文字为背景的外籍学生,以问卷形式调查其汉字输出的过程中,是否表现了识记过程中的认知倾向。问卷以取得形、音作答的分布数据设计,前半部采用汉字形、音填充形式,此时受试者对施测字仅有语义或词组语境的线索;问卷后半部采问答形式,调查受试者在汉字学习时的策略使用情形。藉由以上的资料分析,本文尝试观察以拼音文字为背景的汉语学习者,其汉字输出在认记途径上表现的相异性,及汉字字音、字形与字义的联系特征。

The subject of this paper is aimed at Chinese language learners whose native language uses alphabetic script. A questionnaire has been used in this research to obtain information on cognitive connection of sound/shape when the subjects output Chinese Characters. Thus it has been observed that if the connection can reflect certain tendencies in memory. Former part in the questionnaire is fill-in-blank, in this part, only semantic clues are provided in the given setences without any sound/shape clues. And the latter part takes form of extended-essay items to survey subjects＇ Chinese Characters learning strategies. Through the material collected, this paper focus on the answering distinction between sound/shape of Chinese Characters weaved in semantics contexts when alphabetic background learners write out Chinese Characters.