非汉字背景留学生汉字习得研究

1、非汉字背景留学生汉字习得研究语言学及应用语言学专业博士生：李蕊指导教师：周小兵教授摘 要本文研究的是非汉字背景留学生的汉字习得问题。采用二语习得研究常用的偏误分析、调查、访谈、实验等多种研究方法，得出了一些有关留学生汉字习得方面的推论性研究成果。在此基础上提出了有关汉字教学的设想。以期直接指导对外汉字教学，并进一步推动汉语作为第二语言习得的理论建构。 全文共有八个部分：“引言”阐明选题的意义，说明研究目的，介绍研究方法，并界定研究的范围。第一章对留学生汉字习得方面的有关文献进行综述。第二章是大纲分析：对目前最新的教学大纲中所收形声字的表音、表义状况进行了详细的描写分析，提供直接的教学参考，也为

2、本文的其他研究做铺垫。第三章以二语习得的“中介语理论”为背景，通过偏误分析，来探讨留学生习得汉字的一般发展过程，对各种能力发展起来的关键时期有比较详细的描写。第四章设计了四个以“纸笔测试”为主要形式的实验，分别考察留学生的形声字形旁、声旁意识发展的过程，以及不同水平的学习者对不同结构类型汉字的习得情况。第五章是一个有关学习策略的“介入性研究”。用实验方法，考察学习策略培训对学生汉字成绩的影响。第六章在上面研究的基础上，针对各阶段学习者的特点，提出了比较合理的教学设想，并对教学中如何运用现代和传统文字学理论进行了反思。结语部分总结论文的创新点以及不足之处，提出进一步研究的方向。主要结论如下：1、

3、第一学期早期，学习者对汉字的了解处于“混沌”状态，学习一两个月后部件意识开始形成并不断发展。2、在阅读任务中，留学生在中级1阶段上（第三学期），逐渐发展起比较自动化的形旁意识，到中级2阶段时（第四个学期），形旁意识完全达到自动化程度。3、在字形输出任务中，留学生对声旁的利用率很高；但是对形旁掌握得不好，“同声旁字”之间容易混淆，因而“同声旁字”之间形旁的差异，是学习者掌握的难点。4、输出任务中，从中级1阶段开始，留学生表现出比较明显的“声旁规则性意识”；在接近中级2阶段时开始表现出明显的“声旁一致性意识”。5、半包围结构，尤其是像“越”、“毯”之类的“左下半包围”是留学生掌握的难点。6、适时地

4、进行“学习策略培训”有利于留学生汉字成绩的提高。7、从学习者的角度来看，对外汉字教学在运用现代文字学理论的同时，不能忽视传统文字学的利用价值。另外，本文的附录列出了大纲分析的部分成果，对教学设计、教材编写有一定参考价值。关键词：对外汉语教学 汉字习得 教学设想 A Study on the Acquisition Process of Chinese Characters Evidence fromCSL learners with Alphabetic Language BackgroundLinguistic and Applied LinguisticName: Li Rui Super

5、visor: Professor Zhou XiaobingABSTRACTThis dissertation studies the acquisition process of Chinese Characters by learners with alphabetic languages as L1. By means of the commonly used SLA research methods such as error analysis, survey, interview and experiments, it comes to some inferential conclu

6、sions concerning Character acquisition in terms of the CSL (Chinese as Second Language) learners. Pedagogical ideas on future instruction are thus proposed on this basis, with an aim to provide direct guidance on the teaching and learning of Chinese Characters, and further promote the theoretical co

7、nstruction of Second Language Acquisition in Chinese. The dissertation consists of eight parts: The “Introduction” states the significance of this subject, clarifies the research purposes, introduces the research methods and defines the scope of the study. In Chapter 1 a comprehensive review of past

8、 research on Character acquisition of CSL learners is given. Chapter 2 is an analysis of syllabuses, it gives a detailed descriptive study on the phonetic representation and meaning representation of all the pictophonetic Characters that are included in the currently used syllabuses, thus it can ser

9、ve as a direct reference for Character instruction and at the same time laid the foundation for the following parts of the present study. Chapter 3 investigates the general developmental process of Character acquisition of CSL learners in terms of Interlanguage Theory and Error Analysis, and provide

10、s a detailed description on the critical periods for the development of different skills. In Chapter 4 four experiments in the form of “paper-and-pen tests” are designed, aiming to examine the development of CSL learners consciousness of the meaning radicals, pronunciation radicals and different str

11、uctures of Chinese Characters respectively. In Chapter 5 an “intervening experiment” is conducted, which mainly investigates the influence that strategy training has on the learners performance in terms of Character writing. On the basis of the research above, Chapter 6 proposes some feasible pedago

12、gical ideas, and reflects on the application of contemporary as well as traditional orthographical theories. The last part of the dissertation, the “Final Comments”, gives a summary about the innovativeness and limitations of the present study and provides suggestions for further research. The main

13、conclusions are as follows:1. At the initial stage of the first semester, the learners are quite confused about the Chinese Characters, but after one or two months their consciousness of the different components of Chinese Characters begins to form and develop. 2. On reading tasks, CSL learners at l

14、ower intermediate level (in their third semester) begin to achieve relatively automatic consciousness of the meaning radicals, which become fully automated in the fourth semester when they attain upper intermediate level.3. On Character writing tasks, CSL learners tend to make full use of the pronun

15、ciation radicals but inadequate use of the meaning radicals. Characters with the same pronunciation radical are found confusing to them, thus the difficulty of learning Chinese Characters lies in the difference of meaning radicals for those words that have the same pronunciation radical.4. Character

16、 writing tasks show that learners from the lower intermediate level start to demonstrate quite obvious consciousness of the regularity of pronunciation radicals, and they begin to show obvious consciousness of the conformity of pronunciation radicals when they are approaching the upper intermediate

17、level.5. Chinese Characters with half-enclosed structure, especially those that are enclosed at the bottom left corner (and left open at the other side) like “越” and “毯”, are found most difficult for the CSL learners. 6. Timely training on learning strategies is proved helpful for improved performan

18、ce on Chinese Character writing.7. In terms of learner-centered instruction, we shouldnt ignore the benefits of traditional orthographical theories while we take advantage of the contemporary orthographical studies.In addition, the appendix of this dissertation lists some of the results from the analysis of the syllabu