Radical Awareness Among L2 Chinese Learners: Chinese vs. Non-Chinese Spheres

華語二語者的部件覺知之比較研究：漢字圈vs.非漢字圈

10.30050/CLLT.202206_2(1).0002

陳冠元(Kuan-yuan Francis Chen)；陳純音(Chun-yin Doris Chen)

second language acquisition ； character recognition ； semantic radical awareness ； Mandarin Chinese ； 第二語言習得 ； 漢字識別 ； 意符覺識 ； 中文

臺大華語文學習與科技

2卷1期（2022 / 06 / 01）

31 - 65

英文

The present study aims to investigate the awareness of radicals by the learners of Chinese as a second language (CSL) from Chinese- and non-Chinese character spheres. Three comprehension tasks (i.e., a character decision task, a character meaning task and a semantic cueing function task were conducted to examine 40 participants' implicit knowledge of Chinese radicals and their use of such knowledge in identifying legal characters as well as in retrieving the meanings of unfamiliar characters. The results show remarkable performances in the identification of ill-formed target characters by the L2 participants indicating that they had the awareness of radicals in terms of their positional regularity. In addition, the performance in character meaning inference was crucially dependent upon character transparency. Moreover, the facilitation of context was attested in meaning retrieval of unfamiliar characters. In most cases, the supplement of contextual clues was helpful for the participants, especially for those in the non-Chinese-character sphere low-intermediate group.

本研究旨在探討以中文為第二語言的漢字圈與非漢字圈學習者於漢字部件覺識上的比較。透過三項理解測驗（漢字字形辨識測驗、漢字字義判斷測驗及語義提示功能測驗）來測試40位受試者是否具備漢字部件的隱性知識及其運用該知識判斷符合結構規則的漢字及提取不熟悉字詞的字義。研究發現，所有實驗組均在不符合部件位置的非漢字判別上辨識率最高，此結果顯示出所有的受試者均擁有部件位置規則的覺識。此外，亦發現受試者在提取字義的表現取決於漢字的透明度。再者，語境的加入有助於受試者提取漢字字義，大部分受試者在句子脈絡中的整體表現均優於字詞脈絡，此效應對非漢字圈中低級受試者的表現影響尤為顯著。

1. Bensoussan, Marsha, & Batia Laufer. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1),15-32.
   連結：
2. Chen, Yi-pung, D. A. Allport, & J. C. Marshall. (1996). What are the functional orthographic units in Chinese word recognition: The stroke or the stroke pattern? The Quarterly Journal of Experimental Psychology Section A, 49(4), 1024-1043.
   連結：
3. Cunningham, Anne E., Kathryn E. Perry, & Keith E. Stanovich. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing, 14(5-6), 549-568.
   連結：
4. D'Arcais, Flores, B. Giovanni, Hirofumi Saito, & Kawakami Masahiro. (1995). Phonological and semantic activation in reading kanji characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(1), 34-42.
   連結：
5. Feldman, Laurie Beth, & Witina Wai-ting Siok. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(3), 776-781.
   連結：
6. Ho, Connie Suk-han, Tingting Ng, & Wingkin Ng. (2003). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research, 35(3), 849-878.
   連結：
7. Kim, Young-suk. (2010). Componential skills in early spelling development in Korean. Scientific Studies of Reading, 14(2), 137-158.
   連結：
8. Kuo, Li-jen, Ying Li, Mark Sadoski, & Tae-jin Kim. (2014). Acquisition of Chinese characters: The effects of character properties and individual differences among learners. Contemporary Educational Psychology, 39(4), 287-300.
   連結：
9. Kuo, Li-jen, Tae-jin Kim, Xin-yuan Yang, Hui-wen Li, Yan Liu, Hai-xia Wang, Jeong-hyun Park, & Ying Li. (2015). Acquisition of Chinese characters: The effects of character properties and individual differences among second language learners. Frontiers in Psychology, 6, 1-10.
   連結：
10. Loh, Elizabeth Kayee, Xian Liao, & Shing On Leung. (2018). Acquisition of orthographic knowledge: Developmental difference among learners with Chinese as a second language (CSL). System, 74, 206-216.
    連結：
11. McKeown, Margaret G. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20(4), 482-496.
    連結：
12. Packard, Jerome L., Xi Chen, Wen-ling Li, Xin-chun Wu, Janet S. Gaffney, Hong Li, & Richard C. Anderson. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19(5), 457-487.
    連結：
13. Shu, Hua & Richard C. Anderson. (1997). Role of radical awareness in the character and ord acquisition of Chinese children. Reading Research Quarterly, 32(1), 78-89.
    連結：
14. Shen, Helen H. & Chuanren Ke. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97-111.
    連結：
15. Su, Yi-feng & S. Jay Samuels. (2010). Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing, 23(9), 1085-1108.
    連結：
16. Taft, Marcus & Xiaoping Zhu. (1997). Submorphemic processing in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(3), 761- 775.
    連結：
17. Tong, Xiuhong, Xiuli Tong, & Catherine McBride. (2017). Unpacking the relation between morphological awareness and Chinese word reading: Levels of morphological awareness and vocabulary. Contemporary Educational Psychology, 48, 167-178.
    連結：
18. Zhang, Jie, Hong Li, Qiong Dong, Jie Xu, & Elizabeth Sholar. (2016). Implicit use of radicals in learning characters for nonnative learners of Chinese. Applied Psycholinguistics, 37(3), 507-527.
    連結：
19. Cai, Qiao-yu. (2014). The analysis of Chinese character writing and words usage errors made by Chinese-Japanese learners and suggestions. Chung Yuan Journal of Teaching Chinese as a Second Language, 13, 53-77.
20. Carlisle, Joanne F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12(3),169-190.
21. Cheng, Chao-ming. (1981). Perception of Chinese Character. Chinese Journal of Psychology, 23(2), 137-153.
22. Huckin, Thomas, & Joel Bloch. (1993). Strategies for inferring word-meanings in context: A cognitive model. Second Language Reading and Vocabulary Learning, eds. by Thomas N. Huckin, Margaret Haynes, & James Coady, 153-178. Ablex Publishing Corporation.
23. Kang, J. S. (1993). Analysis of Semantics of Semantic-Phonetics Compound Characters in Modern Chinese: Information Analysis of Usage of Characters in Modern Chinese. Shanghai, China: Shanghai Education Publisher.
24. Liu, Jiang-tao. (2005). The error analysis of Chinese character by preparatory course of students. Language and Translation, 1, 72-74.
25. Lu, Ju-ping. (2013). The Acquisition of Traditional Character Writing by the Learners of Non-Chinese-Character Sphere Based on the Error Analysis. Chinese Culture University MA thesis.
26. Martin, Samuel E. (1972). Nonalphabetic writing systems: Some observations. Language by Ear and by Eye: The Relationships between Speech and Reading, eds. by James F. Kavanagh, Ignatius G. Mattingly, 81-102. Boston, MA: MIT Press.
27. Shi, Zhengyu. (1999). Error analysis of foreign students’ picto-radicals of Chinese characters. Journal of Peking University, 36(4), 147-153.
28. Shu, Hua & Richard C. Anderson. (1999). Learning to read Chinese: The development of metalinguistic awareness. Reading Chinese Script: A Cognitive Analysis, eds. by Jian Wang, Albrecht Inhoff, & Hsuan-chih Chen, 1-19. Mahwah, New Jersey: Lawrence Erlbaum Associates.
29. Su, Xiaoxiang & Youngsuk Kim. (2014). Semantic radical knowledge and word recognition in Chinese for Chinese as foreign language learners. Reading in a Foreign Language, 26(1), 131-152.
30. Taft, Marcus & Kevin Chung. (1999). Using radicals in teaching Chinese characters to second language learners. Psychologia, 42(4), 243-251.
31. Tung, Tzu-Yun. (2014). Chinese Character Acquisition and Reading Development: Role of Radical Awareness. National Taiwan Normal University MA thesis.
32. Wang, Jing & Keiko Koda. (2013). Does partial radical information help in the learning of Chinese characters: Converging theory and practice. Proceedings of the 2011 Second Language Research Forum, eds. by Erik Voss, Shu-Ju Diana Tai, & Zhi Li, 162-172. Somerville, MA: Cascadilla Proceedings Project.
33. Whitney, Paul. (1998). The Psychology of Language. New York: Houghton Mifflin.