摘要
本文探讨拼音文字背景汉语二语者汉字知音、知义和正确书写的关系.采用纸笔测试的方法考察87名二语者对汉字字音、字义和字形知识的掌握情况,根据书写的认知加工模型,分别构建初级、中级和高级水平二语者以知义为中介变量的知音影响正确书写的模型.研究发现,第一,知音是各水平汉语二语者正确书写汉字的基础.第二,知义在知音与正确书写间的中介作用随二语者汉语水平提高而逐渐增强.第三,随着语言水平提升,拼音文字背景汉语二语者汉字书写发生由非语义通路到语义通路的转变.研究建议,要重视拼音在汉字书写中的作用,尽早使学生正确地识读拼音;要对不同水平二语者提供语义参与度不同的汉字书写任务.
Abstract
This study investigates the dynamic relationship between the comprehen-sion of Chinese characters'pronunciation,meaning,and accurate writing among Chinese as a Second Language(CSL)learners with an alphabetic writing background.Engaging 87 such learners,this research scrutinizes their grasp of the phonetic,semantic,and ortho-graphic aspects of Chinese characters through a paper-and-pencil assessment.Drawing up-on the cognitive processing model of writing,the study constructs models tailored to CSL learners across different proficiency levels(beginner,intermediate,and advanced),with semantic comprehension serving as a pivotal variable influencing the nexus between pro-nunciation and accurate writing.The results unveil the following insights:firstly,a robust foundation in pronunciation proves pivotal for CSL learners of all proficiency levels to ad-eptly write Chinese characters;secondly,the mediating role of semantic comprehension between pronunciation and accurate writing gains prominence as CSL learners gain in Chi-nese proficiency;thirdly,with enhanced linguistic adeptness,CSL learners exhibit a shift in their approach to Chinese character writing,gravitating from non-semantic routes to pathways entrenched in semantics.We advocate for an enhanced emphasis on the role of Pinyin in writing Chinese characters,so that students can read Pinyin correctly as early as possible.Furthermore,we recommend tailoring writing tasks to varying degrees of seman-tic engagement to cater to the diverse proficiency levels of second language learners.
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万方数据