词边界对第二语言学习者汉语阅读的影响  

The Effect of Word Boundaries on Chinese Reading for Second Language Learners

作　　者：高珊[1,2] 江新[2] 

机构地区：[1]山东省青岛大学汉语言学院,266071 [2]北京语言大学对外汉语研究中心,100083

出　　处：《语言教学与研究》2015年第4期8-16,共9页Language Teaching and Linguistic Studies

基　　金：北京语言大学校级科研项目(中央高校基本科研业务专项资金)(项目编号:14ZDJ03)的支持和资助

摘　　要：汉语文本没有明显的空格标注出词边界。母语采用拼音文字的第二语言学习者对汉语文本的阅读理解是否会受到词边界信息的影响?这种影响是否与文本的长度、难度和学习者的汉语水平有关?本文采用反应时实验和纸笔测验,分别考察拼音文字背景的汉语学习者在有、无词边界两种条件下阅读不同难度句子的反应时间、阅读不同长度文章的理解表现。实验结果显示,在句子阅读中,词边界对中级水平学习者的阅读速度有显著的促进作用,这种促进作用不受句子长度和难度的影响;在文章阅读中,词边界对阅读的促进作用受到长度的影响:对于较长的文章,文本标注词边界可以促进阅读理解,但对于较短的文章,没有发现词边界的促进作用。初级和中级水平被试的结果模式是相似的。这些结果表明,初、中级水平学习者汉语阅读理解过程可能主要依赖于自下而上的加工模式。There are no spaces between Chinese words to indicate word boundaries. So for those learners who study Chinese as a second language （CSL） with alphabetic language backgrounds, do word boundaries affect their reading in Chinese？ Is this effect related to the length and difficulty of the text or their Chinese language proficiency？ Reaction time experiments and pencil-paper tests were conducted to investigate the reading comprehension of CSL learners when there were or were not word boundaries in Chinese sentences or passages. The reaction time of Chinese sentences （difficult or easy） reading and the comprehension of Chinese passages （long or short） reading were recorded. The results showed that word bounda- ries facilitated Chinese sentence reading among intermediate level CSL learners, whether the sentences were long or short, easy or difficult. In Chinese passage reading, the facilitation of word boundaries was influenced by the length of the material, for long passages, word boundaries could improve reading comprehension, but for short passages, there was not any facilitation. The results of the intermediate level learners were similar to that of the beginning level learners. These results suggested that the beginning and intermediate learners probably read in a bottom-up way.

关 键 词：词边界 汉语阅读 第二语言 

分 类 号：H195.3[语言文字—汉语]