中级水平留学生对部件熟悉的陌生形声字的语音提取

On the Phonological Activation of Intermediate Level Foreign Students in New Phonogram Characters with Familiar Character-forming Components

本文采用纸笔测验方法探讨了中级水平留学生对部件熟悉的陌生形声字的语音提取特点。结果表明,字的类型、声旁位置和形旁可命名性影响中级水平留学生对部件熟悉的陌生形声字的语音提取,具体表现为:规则字的命名成绩好于不规则字;声旁在右的汉字命名成绩好于声旁在左的汉字,形旁不可命名的汉字命名成绩好于形旁可命名的汉字。当陌生形声字的形旁不可命名时,中级水平留学生对整字的命名更倾向于利用声旁信息;形声字声旁在右时,利用可单独命名的声旁命名整字的可能性更大;当形旁可命名时,声旁的语音线索与形旁的语音线索存在竞争。中级水平留学生对部件熟悉的陌生形声字语音提取主要采用"读声旁"、"读形旁"和"类比"三种策略,尤其以"读声旁"和"读形旁"等"读半边"策略为主。

This paper attempts to explore the features of intermediate level foreign students in their phonological activation of new phonogram characters with familiar character-forming components. The findings reveal that the character type, the posi- tion of phonetic components, and the transparency of semantic components influence the phonological activation of intermedi- ate level foreign students. The specific features are as follows ： the naming of regular characters is better than that of the ir- regular ones; the naming of characters with phonetic components on the left excels the ones on the right; the naming of characters with unnamable semantic components outperforms that with namable semantic components. When the semantic components of the new phonogram characters appear unnamable, the intermediate level foreign students tend to rely more on the phonetic information. When the phonetic component is on the right, the naming possibility increases by utilizing the nam- able independent phonetic component. While the semantic component is namable, there exists competition between the pho- netic clue provided by the phonetic components and that provided by the semantic components. Three strategies used by the intermediate level foreign students in the activation of phonogram characters with familiar components can be summarized as ： reading the phonetic component, reading the semantic component and analogy, with the first two as the predominant strate- gies.