多媒体汉字呈现与汉字习得研究.pdfVIP

Multimedia Effects and Chinese Character Processing: An Empirical Study of CFL Learners from Three Different Orthographic Backgrounds 多媒體漢字呈現與漢字習得研究： 1 三個跨語言組的漢字測試分析 靳洪剛(Hong Gang Jin) 美國漢彌爾頓大學東亞語言文學系 Department of East Asian Languages and Literatures Hamilton College The present study reports the findings concerning the effects of multimedia presentation, orthography, and processing experience on Chinese character recognition. One hundred twenty university students who were CFL learners from mainly three orthographic backgrounds participated in the study. The subjects’ first languages include European languages such as English and German, East Asian Languages such as Japanese and Korean, and South Asian languages such as Thai, Indonesian, and Vietnamese. All subjects performed a recall task on 36 Chinese characters displayed on a computer with three types of multimedia presentations, focusing on word formation rules (radicals), character stroke sequences, and pronunciation (Pinyin). The results indicate that participants who worked with the radical presentation performed best, and the performance of those who worked with the stroke presentation was in turn better than those working with the Pinyin presentation. The experiment found that in addition to effective multimedia, three critical factors contribute to the success of Chinese character recognition: (a) L2 processing strategies which are different from L1, (b) ovall L2 linguistic knowledge, especially orthographic knowledge of Chinese radicals and strokes, and finally (c) metalinguistic awareness, i.e. sensitivity to orthographic regularity. 提要 本文旨在通過漢字學習的心理實驗，進一步探討多媒體漢字呈現及學習者的語言文字背景對第 二語言學習者漢字辨識及習得的影響。實驗選擇一百二十名來自三個語言背景的華語學生作為 被試，其母語背景分別為歐美語(英文