非母語中文學習者對中文字表音線索的運用

非母語中文學習者在學習中文字時，中文字不明確的形音對應關係是造成學習困難的主因之一。而學術研究顯示，他們雖能利用中文字所包含的表音線索中提取文字的讀音，但他們何時，以及如何利用這些線索猜測文字讀音則仍然沒有定論。本研究以不同水平的非母語中文學習者為參與者，探究刺激字中的表音線索對他們在唸名、標音以及猜測假字讀音時的影響，以推測他們對中文字中表音線索的運用。在唸名作業中，本研究操弄了刺激字的字頻與規則性。在標音作業中，除真字外，本研究並設計了假字刺激，並操弄刺激右部件的字頻與表音價值（含有該部件的所有真字中，其字為規則字的比率）的。結果顯示，唸名作業中，當參與者認識目標字時，規則字的正確率顯著高於不規則字。對不認識的目標字，參與者會利用右部件猜測字音。在標音作業中，只有中級（完成《新版實用視聽華語》前兩冊的學習）與高級（完成《新版實用視聽華語》前四冊的學習）組的參與者發現上述規則性效果。假字標音結果顯示，刺激右部件的表音價值越高時，中、高級參與者使用該部件猜測刺激讀音的比率越，而使用鄰居字猜音策略的比率越低。對於高頻右部件，這個效果更明顯。本研究證明了，非母語中文學習者能夠掌握聲旁表音的規律，並綜合參考聲旁與鄰居字的訊息來獲得或猜測字音。隨著中文水平的提高，學習者對部件規則性的掌握逐漸加強。研究詳細的發現與其理論意義將在文中詳細討論。

關鍵字

文字辨識；第二語言習得；統計取向學習；閱讀

並列摘要

A major difficulty of learning Chinese for non-native Chinese learners is the opaque Grapheme-to-phoneme correspondences of Chinese characters. Native Chinese can extract phonological information from characters sublexical features called phonetics components, however, how a non-native Chinese readers uses phonetics components while naming a character is not clear. The present study was designed to resolve this matter. Participants with different Chinese proficiency levels were asked to orally name and to write down the pronunciations of characters and pseudo-character stimulus. The results showed that, in naming, the participants performed better on those regular characters than irregular characters in the condition that they expressed that they knew these characters. In addition, the participants tend to use the right component of a stimulus to guess its pronunciation, especially that the character was regular. In writing, except for the beginning Chinese learners who were studying the first or second volume of Practical Audio-Visual Chinese textbook, the other participants showed not only regularity effects, but also consistency effects. The general pattern of the research results indicates that non-native Chinese readers were not only able to use the information containing in a character in reading it, but also the pronunciations of its neighbors to guess its pronunciation.

並列關鍵字

character recognition ； reading ； second language acquisition ； statistical model of language learning

參考文獻

羅明、胡志偉、曾昱翔（2012）。C-CAT2: 中文正體與簡體字, 構字部件及鄰近字分析軟體。「中華心理學刊」，54（2），243-252。

Lo, M., Hue, C., & Tsai, F. (2007). Chinese readers' knowledge of how Chinese orthography represents phonology. Chinese Journal of Psychology, 49(4), 315-334.

Ando, E., Matsuki, K., Sheridan, H., & Jared, D. (2015). The locus of Katakana-English masked phonological priming effects. Bilingualism, 18(1), 101-117.

Bai, X., Liang, F., Blythe, H. I., Zang, C., Yan, G., & Liversedge, S. P. (2013). Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language. Journal of Research in Reading, 36(S1), S4-S17.

Block, D. (2003). The Social Turn in Second Language Acquisition. CA: Edinburgh University Press.

國際替代計量

非母語中文學習者對中文字表音線索的運用

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