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1.
Sun-A Kim Jerome Packard Kiel Christianson Richard C. Anderson Jeong-Ah Shin 《Reading and writing》2016,29(7):1409-1434
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners’ literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character learning-and-reading experiment, and completed WM tasks and an L2 proficiency test. In the learning phase of the experiment, participants were asked to master 18 unfamiliar Chinese characters of three levels of consistency—consistent, semi-consistent, and inconsistent. Then in the transfer test of the experiment, participants read 60 novel, artificial characters analogous to the learned characters. Significant consistency effects for learning and reading new characters were found, with no effects of WM and L1. In particular, an interaction effect between consistency and L2 proficiency found in the learning phase indicated that participants with higher L2 proficiency learned the fully consistent characters better and faster than those with lower proficiency. These results suggest that L2 proficiency facilitates awareness of consistency, enabling learners to learn novel characters faster and more accurately. The findings of this study are compared with the character acquisition of beginning L1 Chinese readers and with L2 learners’ acquisition of other types of characters. 相似文献
2.
This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners
to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made
up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy
and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have
more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with
two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing
real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic
radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency
of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions
for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals
to promote efficient reading and spelling in Chinese. 相似文献
3.
Jackson Nancy Ewald Chen Huanwen Goldsberry Lonie Kim Ahyoung Vanderwerff Carla 《Reading and writing》1999,11(4):345-379
Orthographies vary in the support they provide for word identification based on grapheme-phoneme correspondences. If skills developed in acquisition of first-language (L1) reading transfer to reading English as a foreign language (EFL), the extent to which EFL readers' word identification shows reliance on information other than grapheme-phoneme correspondences could be expected to vary with whether their L1 orthography is a non-Roman alphabet such as Korean hangul or a nonalphabetic (morpho-syllabic) system such as Chinese characters. Another influence could be whether EFL readers have learned to read a morpho-syllabic L1 by means of an alphabetic transliteration. English text reading speeds and oral reading quality ratings of three groups of adult Asian EFL readers attending an American university were compared with those of two groups of American L1 readers: Graduate student peers and eighth-grade students. All EFL groups read more slowly than both groups of L1 readers, and their reading was more impaired when orthographic cues were disrupted by mixed case print or pseudohomophone spellings. Some of these effects were reduced in EFL readers from Hong Kong, who had earlier exposure to English. Contrary to previous findings, no effects could be attributed to type of first orthography or early exposure to alphabetic transliteration of Chinese characters, which differentiated the Taiwanese and Hong Kong groups. As a whole, the results suggest that, at least across the L1 groups studied, differences in EFL word reading are associated less with type of L1 orthography than with history of exposure to English. 相似文献
4.
Judith Bekebrede Aryan van der Leij Anna Plakas David Share Eleni Morfidi 《Scientific Studies of Reading》2013,17(2):183-210
This study aimed to explore how alphabetic readers learn to read Chinese. First-year Chinese beginning learners who are skilled English readers were tested for their sensitivity to the visual-orthographic structures of Chinese characters. The study also explored the effect of the frequency of the characters in their curriculum on performance of a lexical decision and naming task. The students' linguistic knowledge about the characters was also tested. Results showed that the beginning learners were sensitive to the structural complexity of characters, they accepted simple characters more quickly and more accurately than compound characters, and they responded faster and more accurately to high-frequency than to low-frequency characters. Sensitivity to the structural composition of the character was also revealed: The learners rejected noncharacters containing illegal radical forms faster and more accurately than those containing legal radical forms in illegal positions, which in turn were rejected faster and more accurately than those containing legal radical forms in legal positions. A significant frequency effect was also found in the naming task, though the effect of structural complexity was not significant. These results suggest that perceptual learning plays an important role in early nonalphabetic learning by alphabetic readers. Both cross-writing system differences and second-language status may have an impact on such learning. 相似文献
5.
翁晓倩 《Journal of Zhangzhou Technical Institute》2012,14(2):56-59
通过对近年来汉字形音转换方面的研究回顾,讨论和总结了影响汉字形音转换快慢的因素一形声字的规则性和一致性。研究者发现：规则性高的形声字比规则性低的形声字命名速度快,一致性高的形声字比一致性低的形声字命名快。研究者们确定了汉字整字发音时部件为念字提供线索的事实。但与拼音文字相比,这样的研究成果却不足以建立起汉字形音转换的可靠模式,而且这些结果中也鲜有研究涉及独体字。应当在部件提供线索的基础上,进一步探索不透明汉字的形音转换的可靠模式,理清汉字通达的心理过程,为进-一步探究儿童阅读发展建立基础。 相似文献
6.
张月敏 《齐齐哈尔师范高等专科学校学报》2010,(1):145-147
二语口语直接影响着对外交流的交流效度。外国腔是学习者二语口语产出时的一个普遍现象,也是影响交流的一个重要原因。导致这种现象的因素有：学习动机,情感因素,课堂输入,二语学习的起始年龄,一语迁移,生活环境,一语和二语使用的频率,一语和二语语音系统的异同等。本文结合文献、教学经历及随机调查阐述了前四种因素对外国腔不同程度的影响,并提出相应的解决对策,以期使学习者摆脱外国腔,习得地道二语。 相似文献
7.
中高级留学生识字量抽样测试报告 总被引：4，自引：0，他引：4
李大遂 《暨南大学华文学院学报》2003,(2):12-18,45
本报告对某大学部分中高级留学生识字量抽样测试的目的、内容、方法、结果及其对教学的启示。章认为，识字量是反映一个人汉语水平的重要参考数据，应该成为教材编写、班级划分、教材选择和课堂教学的重要依据之一。测试结果显示：中高级留学生综合识字量偏低；对汉字字音掌握较好，对字形掌握最差；对甲、乙两级汉字掌握不扎实；汉字化圈学生在识字量方面有明显优势，但高级阶段优势大幅度下降；华裔学生识字量远低于非华裔学生。作根据测试结果，对如何提高学生识字量提出了相应的建议。 相似文献
8.
Language transfer is one of the central questions in second language acquisition (SLA) study. It claims that learners’ the native language (NL) or first language (L1) will make great impacts, either promoting or hindering, on their second language (L2) acquisition, i.e. positive transfer and negative transfer. The issue has been widely concerned and researched in such relative fields as language education and psychological study during the past years. It is far beyond the scope of this paper to discuss it thoroughly since the scope of L1 influence is so wide that it affects almost all linguistic subsystems. Instead, this paper aims to focus on how the Chinese language facilitates Chinese learners’ English lexical acquisition. Some suggestions on how to make use of the positive aspects is provided at the end of the paper for practical purpose. 相似文献
9.
在汉语作为第二语言教学中,汉字教学是重点,贯穿整个教学过程;汉字又往往是学习者最大的障碍。汉字教学问题如果解决不好,会阻碍整个汉语教学进程。进行汉字教学,要充分认识汉字的特点,掌握教学规律,可以采用先分后合,字词结合的方法,同时要了解汉字的基本理论结构规律,重视对比,从而提高教学效率。 相似文献
10.
丁安琪 《暨南大学华文学院学报》2014,(3):1-7
本文运用定量研究的方法 ,以580名来华留学生为调查对象,分析了学习者汉语学习动机强度与动机类型之间的关系,以及学习者个体因素对来华前动机强度的影响。研究结果表明:1)整体来看,留学生来华前汉语学习动机强度不高;2)对学习者来华前动机强度产生影响的是他们的专业以及是否来华攻读学位。来华攻读学位的学习者、学习汉语专业的学习者,动机强度不如来华进修语言的学习者和非汉语专业的学习者;3)内在兴趣动机与经验动机对学习者来华前动机强度影响较大,尤其是学习者对汉字及中国影视书籍等文化产品的兴趣对其动机强度影响最大。 相似文献
11.
刘华 《南京晓庄学院学报》2000,(1)
第二语言学习过程中的母语干扰与文化干扰现象是国内外迁移研究的两项重要内容 ,但本文作者认为 ,由于文化与语言之间的密切关系 ,母语干扰与文化干扰之间也应该存在着一定的联系。为探讨这一联系 ,本文选取了中国学生英语作文在句法与篇章上存在的迁移作为研究对象 ,通过分析 ,认为这些作文中一些使英语本族人感到陌生 ,甚至不能接受的特点不仅是汉语干扰的结果 ,也是中国传统思维模式干扰的产物。具体来说 ,由于中国人与美国人倾向于使用不同的思维模式 ,而思维模式在一定程度上决定着语篇的语言特色与修辞传统 ,中国学生在对此不甚了解的情况下 ,就会把汉语在中国传统思维模式影响下形成的某些特色带入到所作的英语作文当中 ,从而形成了干扰 相似文献
12.
赵成新 《内蒙古大学学报(人文社会科学版)》2006,38(5):117-120
从母语为英语的留学生汉语语篇偏误中,特别是语篇衔接的角度研究母语对二语习得的影响情况,可以得出如下结论:1/3以上的汉语语篇偏误是由于母语因素造成的;母语因素影响汉语二语习得有空项影响、对称影响、非对称影响和斜配关系影响四种形式。 相似文献
13.
李蕊 《云南师范大学学报(教育科学版)》2008,(6):9-14
针对各个水平的非汉字背景留学生,文章设计了一种听写任务的纸笔测试,实验材料为规则形声字与不规则形声字各10个,通过对听写正确率和偏误情况的分析,考察了形声字的规则性对留学生字形输出能力的影响。结果发现：与本族儿童不同,形声字的规则性对留学生字形输出的正确率没有表现出显著的影响,但是却影响了同声旁偏误的比例;声旁输出情况比较好,形旁则不太好。与声旁相比,形旁属于比较细微的差别,因此在字形输出的心理加工过程中,很容易处在被忽视的地位。 相似文献
14.
董媛媛 《南昌教育学院学报》2010,25(6):161-162
英语学习者在学习目的语时往往容易将母语的特征迁移到目的语中,从而导致表达错误,造成负迁移。本文根据迁移对于第二语言学习的影响,着重从三个方面讨论汉语负迁移对英语写作的影响,即词汇、句法和语篇。最后提出了原因与对策。 相似文献
15.
张红霞 《安徽教育学院学报》2004,22(4):75-77
整体语言方法旨在培养能够协商、构建并交流意义的语言学习者.整体语言方法认为语言必须整体教、整体学,教师必须鼓励学生在合作、互动中学习语言的多种技能.整体语言艺术为我们大学外语教学改革带来了新观念和新方法. 相似文献
16.
People have controversial ideas about the influence of our native language during the process of second language acquisition.The popular belief is that native language(NL) interferes the second language(L2) learning,which is known as negative transfer,while positive transfer is seldom mentioned,or even is neglected in the study of second language acquisition.We found that in teaching when the L2 learners experienced difficulties in understanding another language,they may resort to their NL to get help.So we can’t only think about its negative aspect.In fact that NL plays a positive role in SLA,so we should make full use of the common features to lead to the positive transfer,then to strengthen the confidence of the second language learners. 相似文献
17.
本研究通过对致使移动构式过度泛化句的可接受性判断任务,调查了固着频率、前摄频率和语言水平对中国英语学习者论元结构过度泛化的的影响。结果显示：过度泛化中不存在独立的固着效应;而前摄效应相对明显,但作用方向与前摄假说相左,且受到固着频率的强化;各水平学习者对过度泛化句的接受度普遍较高,且以高水平学习者为最。因为固着假说存在理论缺陷;二语学习者缺乏前摄抑制机制的基础条件,只关注于前摄结构和对应过度泛化之间的语义关联性而忽略了区别性;且语义关联意识会随着语言水平的发展而逐步深化。 相似文献
18.
Properties of school Chinese: implications for learning to read 总被引：12，自引：0，他引：12
The properties of the 2,570 Chinese characters explicitly taught in Chinese elementary schools were systematically investigated, including types of characters, visual complexity, spatial structure, phonetic regularity and consistency, semantic transparency, independent and bound components, and phonetic and semantic families. Among the findings are that the visual complexity, phonetic regularity, and semantic transparency of the Chinese characters taught in elementary school increase from the early grades to the later grades: Characters introduced in the 1st or 2nd grade typically contain fewer strokes, but are less likely to be regular or transparent, than characters introduced in the 5th or 6th grade. The inverse relation holds when characters are stratified by frequency. Low-frequency characters tend to be visually complex, phonetically regular, and semantically transparent whereas high-frequency characters tend to be the opposite. Combined with other findings, the analysis suggests that written Chinese has a logic that children can understand and use. 相似文献
19.
曲刚发明了揭示英语发音规律的语音大表,提出了"世界语音大同说"。同时也指出:地球上的每一种语言,都有自己的发音特征。根据上述理论,文章分析了汉语粗犷式发音和英语细腻式发音的由来。结合汉语拼音和曲刚语音大表,终于收获升级版的"渔民语音大表",学生可以像背汉语拼音一样学习、背诵英语音标,可以像写汉语拼音一样写英语单词。 相似文献
20.
处所主语句是英汉两种语言里都存在的句式,至今语言学界对其缺乏系统性的对比分析。以认知语义学的互动观为基本理论框架,从影响人类认知方式的物质、文化、思维等主客观因素方面,探讨汉英处所主语句之间的异同及认知理据性,旨在帮助英语学习者避免英语学习中负迁移现象的发生,同时,也尝试从一个侧面为语言的非任意性假说增添一份说服力。 相似文献