汉语第二语言学习者配对联想学习能力与形声字学习之间的关系研究  

The relationship between Chinese as a second language learners'paired-associate learning ability and their learning of pictophonetic characters

作　　者：郝美玲 刘友谊[2] 赵春阳 HAO Meiling;LIU Youyi;ZHAO Chunyang(School of Chinese Language and Literature,Beijing Foreign Studies University,Beijing 100089,China;State Key Laboratory of Cognitive Neuroscience and Learning,Beijing Normal University,Beijing 100875,China;Cuiwei Primary School,Beijing 100036,China)

机构地区：[1]北京外国语大学中国语言文学学院,北京100089 [2]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [3]北京市海淀区翠微小学,北京100836

出　　处：《华文教学与研究》2024年第1期56-64,共9页TCSOL Studies

基　　金：国家社会科学基金一般项目“低龄汉语第二语言学习者学习规律研究”(21BYY171)。

摘　　要：汉字学习是汉语第二语言学习者面临的巨大挑战。形声字的数量占汉字总数的绝大多数,因此探讨形声字学习的机制有助于更有针对性地进行差异化教学。基于前人相关研究,我们假设基于规则的视觉—语音配对联想学习的能力是学习形声字的主要机制之一。为探讨这一假设,我们在现有视觉—语音配对联想学习材料的基础上增加形音对应规则,并邀请了一组初级汉语水平学习者参加基于规则的视觉—语音配对联想学习任务和形声字学习任务。研究结果证实了该假设,具体表现为善于发现隐含的形音对应规则的学习者,其形声字的学习效果好于不善于发现规则者,而且也能够将新近学习的声旁表音规则迁移至其他同声旁形声字。基于此,我们建议,在教学过程中,对于不善于发现规则的学习者,需要通过外显的声旁教学来引导他们关注形声字字形中蕴含的读音信息,通过同声旁家族归纳总结声旁表音的规律性,鼓励他们在生字学习的过程中利用声旁提供的全部或者部分读音信息学习和记忆汉字。Learning Chinese characters poses a significant challenge for Chinese as a second language learners.As the majority of Chinese characters are pictophonetic,exploring the mechanism of learning pictophonetic characters can provide more targeted and differentiated teaching.Based on previous research,this study hypothesizes that rule-based visual-verbal paired-associate learning(PAL)is one of the main mechanisms for learning pictophonetic characters.To test this hypothesis,modifications were made to traditional PAL materials by incorporating the corresponding rules of form and sound(FSC rule)into the PAL materials.A group of learners of Chinese with rudimentary proficiency was invited to complete both a rule-based visual-verbal PAL task and a pictophonetic character learning task.The results confirm the hypothesis,showing that learners who are good at discovering implicit FSC rules have learned more novel characters than those who are not.Additionally,these learners were able to transfer newly learned phonetic rules to other phonetic characters.Therefore,it is recommended that when teaching Chinese characters,teachers should direct learners who struggle with rule discovery to focus on phonetic radicals,highlight the regularity of phonetic radicals by listing members of the same phonetic radical family and encourage students to utilize all or part of the pronunciation information provided by phonetic radicals in their learning and memorization of Chinese characters.

关 键 词：第二语言学习者 配对联想学习 形声字学习 形音对应规则 

分 类 号：H195.3[语言文字—汉语]