Chinese Readers

Ming Lo; Chih-Wei Hue; Fang-Zhi Tsai

doi:10.6129/CJP.2007.4904.01

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P315 - 334

社会科学 > 心理学

DOI： 10.6129/CJP

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Chinese Readers' Knowledge of How Chinese Orthography Represents Phonology

中文读者对於中文字形表徵字音的构形知识：一个探讨表音觉识的研究

罗明(Ming Lo) ；胡志伟(Chih-Wei Hue) ；蔡方之(Fang-Zhi Tsai)

中华心理学刊； 49 卷 4 期 (2007 / 12 / 01) ， P315 - 334

英文 DOI： 10.6129/CJP.2007.4904.01

语言学习的统计分布理论；後设语言知识；语音觉识；文字习得；部件表音性； Character pronunciation ； Chinese Character ； Meta-linguistic awareness ； Phonetic awareness ； Statistical model of language learning

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摘要 │ 参考文献 (21) │ 被引用文献 (5) │ 国际计量

摘要〈TOP〉

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Phonetic awareness refers to a Chinese reader's knowledge of the principles governing the orthography-phonology relationships in Chinese characters (Shu, Anderson, & Wu, 2000). Shu et al. suggested that a phonetically aware reader can infer the pronunciation of an unknown character from its constituent components. In particular, they observed that a Chinese reader uses the right component of a left-and-right arranged two-component character to infer the character's pronunciation. However, analysis of seven character groups used by elementary school students and adults showed that in a left-and-right arranged two-component character, both components may provide cues to its pronunciation. The analysis also found that certain simple characters have higher validity in representing phonology than others. According to the statistical model of language learning proposed by Saffran, Aslin and Newport (1996), a learner can acquire an understanding of the statistical statistical nature of linguistic input through repetitive use of the language. For Chinese characters, the mapping of orthography to phonology is imperfect and probabilistic. Thus, according to the statistical learning model, a Chinese reader needs to understand the statistical nature of the mapping between the pronunciation of a character and its components. We tested this assumption in two experiments. The participants in the first experiment were second-, fourth-, and sixth-graders. Their vocabulary sizes were assessed, and their guesses about the pronunciation of a group of pseudo-characters composed of two left-and-right arranged components were recorded. The experiment results indicate the following. (1) The so-called ”position strategy” is an oversimplification of how a Chinese reader uses a character's components to infer the character's pronunciation. (2) A Chinese reader knows which simple characters are more likely to represent the phonology. (3) A Chinese reader knows the probabilities that the various components of a character represent the phonology. That is, the reader knows that the right component is more likely to provide cues to the character's pronunciation than the left component. (4) As a Chinese reader's vocabulary increases, the way he/she uses a character's components to infer the character's pronunciation may best be described as the so called ”position strategy”. In the second experiment, the concept of the ”position strategy” was tested further and verified, using college students as the participants.

参考文献 ( 21 ) 〈TOP〉

Aslin, R. N.,Saffran, J. R.,Newport, E. L.(1998).Computation of conditional statistics by 8-month old infants.Psychological Science,9,321-324.
Calfee, R. C.,Norman, K. A.(1998).Psychological perspectives on early reading wars: The case of phonological awareness.Teacher`s College Record,100,242-275.
Chen, Y. P.,Allport, A.(1995).Attention and lexical decomposition in Chinese word recognition: Conjunctions of form and position guide selective attention.Visual Cognition,2,235-268.
Cheung, H.,Chen, H. C.(2004).Early orthographic experience modifies both phonological awareness and on-line speech processing.Language and Cognitive Processes,19,1-28.
Chinese Knowledge Information Processing Group(1993).Corpus-based frequency count of characters in journal Chinese: Corpus-based research series no.1.Taipei, Taiwan:Academia Sinica Institute of Information Science.

被引用文献 ( 5 ) 〈TOP〉

曾郁琳、李佳颖(2012)。国小学童习得中文形音对应一致性的发展性研究。当代教育研究，20(4)，45-84。
廖晨惠、黄忻怡、曹杰如、白铠鋕(2012)。国小低年级学童声韵觉识、声旁表音觉识、造词能力、断词能力、与中文阅读之纵贯性研究。测验统计年刊，20(下)，31-65。
羅明、曾昱翔、胡志伟、呂菁菁、呂明蓁(2014)。从文字属性检验小学国语课本生字之学习顺序的恰当性。教育心理学报，46(2)，251-270。
苏宜芬、李孟峰(2018)。台湾国民小学国语课本生字於心理语言学特性之研究。教育心理学报，49(4)，637-662。
(2015).The Feedback Consistency Effect in Chinese Character Recognition: Evidence from a Psycholinguistic Norm.语言暨语言学,16(4),535-554.

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