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本文设计了一种“语义相关”的选择任务,控制实验材料的语义透明度,采用纸笔测试的方式,考察留学生形旁意识的发展过程。结果发现:(1)初级阶段的留学生具有一定的关于形旁表义的概念,但是还不能自动运用到阅读任务中去。面对陌生汉字时,还没有根据形旁猜测字义的意识。(2)留学生学习汉语7-10个月的时候,逐渐发展起比较自动化的形旁意识,对各种频率的目标字都能利用形旁线索进行意义相关的选择。(3)留学生学习汉语大约14-15个月后,形旁意识完全达到自动化程度,已经能够十分熟练地运用形旁线索来猜测字义。(4)留学生形旁意识的发展有一个从“学习到的知识”发展为“习得的知识”的自动化过程,与二语习得的发展路径有某种类似之处。文章在此基础上提出了若干教学建议。
In this paper, we design a semantic-related selection task to control the semantic transparency of experimental materials and to use the method of paper-pencil test to examine the development of students’ side-by-side awareness. The results show that: (1) The students in the primary stage have some concepts about the definition of the form, but they can not be automatically applied to reading tasks. In the face of unfamiliar Chinese characters, there is no conjecture based on the next guessing sense. (2) When students study Chinese for 7-10 months, they gradually develop a more automated concept of side-by-side, and they can make use of contextual cues to make meaning-related choices for target words of various frequencies. (3) About 14-15 months after studying Chinese, foreign students fully realize the degree of automation, and they have been able to use word-shaped clues to guess the meaning of words. (4) The Development of Formal Consciousness of Foreign Students There is an automatic process of developing “learned knowledge” into “acquired knowledge”, which has some similarities with the second language acquisition development path. Based on this, the article made a number of teaching suggestions.