墨西哥汉语习得者表音、表意文字的认知加工

Mexican Chinese Learners Cognitive Process of Alphabetic and Ideographic Writings

为了解汉语习得者在拼音文字和表意文字认知上的差异,促进对外汉语的汉字教学。用墨西哥汉语习得者三语被试对图画与西、英、中等五种不同书写形式进行语义相同和不同的匹配识别实验。发现:西、英、中等五种书写形式与图画的语义相同匹配时,"西语词—英语词""英语词—拼音"以及"拼音—汉语标注拼音"识别加工的正确反映时和错误率差异不显著。西、英、中等五种书写形式与图画的语义不相同匹配时,(1)在识别加工的正确反映时上,"汉语词—拼音""汉语词—汉语词标注拼音"的识别加工的正确反映时差异不显著。(2)在识别加工的错误率上,"汉语词—拼音""汉语词—汉语词标注拼音""西语词—英语词"和"拼音—汉语词标注拼音"的识别加工的错误率差异不显著。墨西哥汉语习得者对表音文字和表意文字的识别加工总体上遵循的原则是:(1)熟悉度原则;(2)从音到义原则;(3)在语义不同匹配识别中,汉字的识别还遵循着由形或由音到义的原则。

Objective： to better understand the difference in the cognitive process of alphabetic words and Chinese characters to promote Chinese teaching. Method： Mexican Chinese leaners were tested by experimenting on the similar and dissimilar semantic matching of five symbolic writings with pictures in Spanish, English and Chinese. Results： 1 ） when the Mexican Chinese leaner decide whether the five writing forms semantically match with the pictures, there is no significant difference in reaction time and error rate to cognitively process the Spanish and English words, English words and Pinyin, and Pinyin and Chinese marked Pinyin; 2） when the Mexican Chinese leaners decide whether the five writing forms do not semantically match with the pictures, no significant gaps in the reaction time and error rate were found in cognitively processing the Chinese words-Pinyin and Chinese words-Chinese marked Pinyin and also in recognizing Chinese words-Pinyin, Chinese words-Chinese marked Pinyin, Spanish words and English words, Pinyin and Chinese marked Pinyin. Conclusions： Mexican Chinese leaners＇ identification of alphabetic words and Chinese characters observes two general principles： the principle of familiarity and the principle from sound to meaning; we also found that the semantic match and recognition of Chinese characters took the principle from forms or pronunciations to semantics.