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1.
A phonological confusion task was employed to explore whether or not beginning readers of Chinese activate phonological codes while reading Chinese characters. Twenty first graders and twenty third graders read phonologically similar and dissimilar character strings. Following the presentation of each string, they were required to identify the characters from among a set of recognition items. Three major findings indicated that subjects used phonological codes while reading Chinese characters: (1) Subjects recognized fewer phonologically similar characters than phonologically dissimilar ones; (2) The phonological confusion effect varied with degree of phonological similarity among the characters read. Characters having the same rhyme and same tone (SRST) were recognized less accurately than characters of the same rhyme but different tones (SRDT), which in turn were recognized less accurately than characters of different rhymes and different tones (DRDT); (3) Silent reading and oral reading resulted in similar patterns of phonological confusion, indicating that similar codes were activated during the two reading conditions. 相似文献
2.
The present study examined the use of statistical cues for word boundaries during Chinese reading. Participants were instructed
to read sentences for comprehension with their eye movements being recorded. A two-character target word was embedded in each
sentence. The contrast between the probabilities of the ending character (C2) of the target word (C12) being used as word
beginning and ending in all words containing it was manipulated. In addition, by using the boundary paradigm, parafoveal overlapping
ambiguity in the string C123 was manipulated with three types of preview of the character C3, which was a single-character
word in the identical condition. During preview, the combination of C23′ was a legal word in the ambiguous condition and was
not a word in the control condition. Significant probability and preview effects were observed. In the low-probability condition,
inconsistency in the frequent within-word position (word beginning) and the present position (word ending) lengthened gaze
durations and increased refixation rate on the target word. Although benefits from the identical previews were apparent, effects
of overlapping ambiguity were negligible. The results suggest that the probability of within-word positions had an influence
during character-to-word assignment, which was mainly verified during foveal processing. Thus, the overlapping ambiguity between
parafoveal words did not interfere with reading. Further investigation is necessary to examine whether current computational
models of eye movement control should incorporate statistical cues for word boundaries together with other linguistic factors
in their word processing system to account for Chinese reading. 相似文献
3.
This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners
to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made
up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy
and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have
more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with
two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing
real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic
radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency
of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions
for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals
to promote efficient reading and spelling in Chinese. 相似文献
4.
运用历史还原的方法审视汉字教学,不难发现＂识字＂环节的缺失。运用动漫手段,根据儿童的心理特点,还原汉字创造的过程,让儿童在模拟创造汉字的游戏中认识汉字,不失为识字教学的一种有效方法。 相似文献
5.
The present study examined the influence of the features of Chinese characters, such as frequency, regularity and consistency, on the accuracy with which they were read by two groups of adult Chinese learners. Twenty-two English-speakers and 31 Japanese-speakers studying Chinese at a Taiwanese University read 130 Chinese characters that varied along the dimensions of regularity, consistency, number of strokes and familiarity (frequency with which they appeared in instructional texts). The results suggest that lexical and sub-lexical features, such as regularity and consistency, play an important role in reading Chinese among Chinese language learners. Furthermore, differences between the Japanese- and English-speaking participants suggest that the first language (L1) phonology and writing system may influence Chinese character learning. In addition, the language proficiency of Chinese language learners also influences sensitivity to sublexical features in naming Chinese characters. Finally, Chinese language learners with both L1s follow the same trajectory for developing orthography-to-phonology knowledge reported for native Chinese-speaking children. 相似文献
6.
陈子骄 《大连教育学院学报》2011,27(1):30-32
化解对外汉语教学中＂汉字难＂的问题,应对笔画重新分类。按笔画笔向折转与否,可将笔画＂三分＂为横、竖、撇、捺、点、提六个基本笔画,折、钩、弯三个特殊笔画和多个复合笔画;基本笔画可再＂三分＂为点画、线画和半线画;特殊笔画＂折＂使线画、半线画折转成直角,＂钩＂转成钝角,＂弯＂转成圆弧。占笔画多数的复合笔画都是基本笔画折、钩、弯而成的。 相似文献
7.
Morphological awareness and learning to read Chinese 总被引：1，自引：0，他引：1
This study investigated the nature of morphological awareness and its relation to learning to read Chinese characters among
46 Chinese-speaking preschool children. The children took a morphological awareness task, which varied in semantic transparency
and morpheme position. Children’s vocabulary knowledge and extant character reading ability were measured. Additionally, a
character learning task was administered. Results showed that children’s performances on morphological awareness were affected
by semantic transparency but not by morpheme position. Morphological awareness was related to vocabulary knowledge when partialling
out character reading ability but not to character reading ability after partialling out vocabulary knowledge. The results
of the character learning task further revealed that morphological awareness was related to character identification in the
words that were just taught but not to character identification in the words that were not taught or in pseudowords. The relation
between morphological awareness and character identification ceased to be significant when partialling out the variance in
children’s prior knowledge of the characters to be learnt. Taken together, the findings suggested that vocabulary knowledge
may play a more important role than reading ability in the initial development of morphological awareness and that the facilitative
effect of morphological knowledge in reading does not seem to be significant in the very initial stages of reading acquisition. 相似文献
8.
Sun-A Kim Jerome Packard Kiel Christianson Richard C. Anderson Jeong-Ah Shin 《Reading and writing》2016,29(7):1409-1434
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners’ literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character learning-and-reading experiment, and completed WM tasks and an L2 proficiency test. In the learning phase of the experiment, participants were asked to master 18 unfamiliar Chinese characters of three levels of consistency—consistent, semi-consistent, and inconsistent. Then in the transfer test of the experiment, participants read 60 novel, artificial characters analogous to the learned characters. Significant consistency effects for learning and reading new characters were found, with no effects of WM and L1. In particular, an interaction effect between consistency and L2 proficiency found in the learning phase indicated that participants with higher L2 proficiency learned the fully consistent characters better and faster than those with lower proficiency. These results suggest that L2 proficiency facilitates awareness of consistency, enabling learners to learn novel characters faster and more accurately. The findings of this study are compared with the character acquisition of beginning L1 Chinese readers and with L2 learners’ acquisition of other types of characters. 相似文献
9.
针对测试系统操作只需少量文字服务的实际情况,提出一种在线文字识别用于测试系统操作的方法.该方法借鉴笔段链码特征,建立以笔画-笔段数目作为检索参数的字典库;按领衔文字列显命令供用户点击选用,依据转换表形成实际操作命令.应用结果表明,该方法操作简单、可靠,保密性好,拓展了手写汉字在线识别的应用范围. 相似文献
10.
古文字中的美化饰笔与区别符号是汉字文化阆苑中的两朵奇葩,二者的不同之处在于：有无饰笔的两个字为一字异体,而有无区别符号的两个形体代表完全不同的两个字;美化饰笔与区别符号在战国文字时期的发展状态不同.二者的联系主要有三点：有的饰笔在演变过程中具有了区别功能,而区别符号的增加也要考虑到汉字的美观;美化饰笔与区别符号都可能会引起理据重构现象;二者在文字系统中的发展结果类似. 相似文献
11.
黄金城 《云南师范大学学报(教育科学版)》2014,(6):17-23
＂汉字难＂是汉语国际教育的瓶颈。不解决汉字难,汉语国际教育难免会停留在低水平、低层次,不符合汉语国际传播的宗旨。文章尝试更换视角,寻找解决方法。文章首先探讨＂汉字为什么难学＂,指出其原因涉及汉字自身特点和主观因素。文章就主观因素的原因,提出：教学目标定位不当,教学盲区不少,教学方法内外无别,文字理论还不够完备。要改进汉字教学,应该在这些方面加大改革的力度。提出海外汉字教学应该突出＂听说读＂,淡化＂写＂。减少写字量,增加识字量,尽早形成汉语书面阅读能力。文章建议汉字教学实施＂两步走＂新模式,设置＂汉字预备课程＂。最后介绍新型教材《汉字ABC》。这个教材凝聚着对改革汉字教学的一系列想法,核心理念是＂汉字教学必须从外国学生的特点出发＂。教材的创新之处有：汉字教学新模式;汉字教学新方法——字感教学法;汉字形体新概念——＂字域＂;汉字笔画新理论——＂九笔画＂;汉字练习新题型。 相似文献
12.
暴希明 《安阳师范学院学报》2007,(3):91-93
所谓异体字,是指同一个词的不同书写形式。汉字中存在着大量的异体字,它的存在,给我们阅读古书造成了很大障碍,但同时也给汉字的文化研究提供了可资参证的重要镜像。异体字的成因,从本质上说或是文化背景的差异,或是文化视角的不同,因此,分析异体字不同的构形理据,便可窥见其中所载负的文化信息。 相似文献
13.
张明海 《商丘师范学院学报》2001,17(3):98-99
在汉字中，笔画、偏旁往往相同或部分相同，但笔画或偏旁的组合却是相反相对的一对字，叫反形字。它们体现了汉字作为表意文字在形体 的理据性特点。对它们进行分析研究，可使我们的汉字教学、识字记词收到事半功倍的效果；同时这类特殊的结构联系，也应成为汉字简化、少数民族创制文字的参考因素。 相似文献
14.
We investigated the effects of metalinguistic awareness and the internal structure of Chinese characters on children's incidental learning of word meanings while reading. The participants were 241 Taiwanese children from six fourth-grade classes. They were randomly assigned to read one of two texts, and then their knowledge of unfamiliar characters from both texts was assessed. Two kinds of factors that might influence incidental learning of character meanings were examined: features of the unfamiliar characters (radical helpfulness, phonetic regularity, and contextual support) and child characteristics (radical awareness, phonetic awareness, general vocabulary, and prior knowledge of target characters). Results showed that children could incidentally learn characters during normal reading. Children who had more radical or phonetic awareness knew more characters, especially when the character contained a radical that gave a clue to meaning. However, contrary to expectation, radical helpfulness and phonetic regularity did not contribute to character learning. Characters were easier to learn when contextual support was strong. Copyright 2001 Academic Press. 相似文献
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16.
This study examined the impact of e-book interactivity design on the learning of Chinese characters by fourth graders (10-year-old children). This study was guided by two main questions: (1) Are there any differences in achievements (Chinese character writing, lexical comprehension, and lexical usage) between groups of young learners who read e-books with different interactivity levels? and (2) Are there any differences in motivation (attention, confidence, relevance, and satisfaction) between groups of young learners who read e-books with different interactivity levels? This study was an experimental design where the independent variable was the interactivity design of digital books. A sample of 99 fourth graders participated in the study and participants were randomly assigned into these two groups, with one group reading an e-book with a low level of interactivity (pace-control only) and the other reading an e-book with a high level of interactivity (sequence- and media-control). Participants were asked to complete a pre-test first, and then they read their assigned e-books for 30 minutes. After they finished reading, they were given a post-test. The results showed a reverse interactivity effect, that is, the group reading the e-book with the low level of interactivity (pace-control only) performed significantly better in Chinese character writing, attention, and satisfaction. This might be due to young learners' limited cognitive capacity and processing ability for learning with hypermedia. This study aims to expand on existing theories on interactive learning for young learners and serves as a reference for elementary school teachers and e-book publishers. 相似文献
17.
Two experiments are presented that examine how the visual characteristics of Japanese words influence eye movement behaviour
during reading. In Experiment 1, reading behaviour was compared for words comprising either one or two kanji characters. The
one-character words were significantly less likely to be fixated on first-pass, and had significantly longer overall reading
times, than the two-character words. In Experiment 2, reading behaviour was compared for two-kanji character words, for which
the first character was either visually simple or visually complex (determined by the number of strokes). Visual complexity
significantly influenced total word reading times and the probability of the individual visually simple/complex characters
being fixated on first pass. Additional analyses showed no preferred viewing position for two-kanji character words. Overall,
the study provides experimental evidence of an influence of specific visual characteristics of Japanese words on eye movement
behaviour during reading, as shown by both fixation probabilities and reading times. The findings must be explained by processing
at (or beyond) a visual level impacting on eye movement behavior during reading of Japanese text. 相似文献
18.
王英霄 《湖南广播电视大学学报》2013,(3):13-17
古文字中,饰笔是对文字具有美化作用的装饰性笔划,关乎文字自身形体的变化;分化是汉字发展过程中的重要调整手段,其实质与记词功能相关。添加饰笔属于繁化现象,古文字中的饰笔在文字构形中与文字的音、义无关,绝大多数都因不符合汉字经济化原则而淘汰。但也有一部分饰笔产生了异体字和同形字,而后因为分化词义的需要,部分异体字和同形字开始分化。同形字的性质与异体字正好相反,异体字的外形不同,但只能起一个字的作用;同形字的外形相同,实际上却是不同的字。 相似文献
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20.
This study investigates the Chinese reading patterns of students with learning disabilities (LD). The performances of students with LD in reading the three categories of Chinese characters were particularly analysed: regular, irregular, and pseudo-characters. Fifty-three students with LD in reading and 44 students without LD of Year 4 were selected from five Hong Kong primary schools. Their abilities for reading Chinese characters were measured using Rasch analysis. Both types of students found regular characters as the easiest to read. Students without LD showed better performance in reading irregular characters than pseudo-characters, whereas students with LD exhibited no significant performance difference in reading these two categories. The implication of these results is that the students without LD might rely on using the orthographic processing than that of phonological processing to read. On the other hand, students with LD might not have the preference of using the orthographic processing. 相似文献