摘要
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。
With the semantic transparency of experimental materials being controled and the paper-pencil testing mode being adopted, a selecting task of ＂meaning relatedness＂ was designed and conducted to study the occurrence, development and completion of foreign students＇ awareness of meaning radicals in pictophonetic characters. Findings of the study are reported in this paper： 1. though a beginner has got some ideas of the meaning-indicating function of the meaning radicals, he could not apply this to reading practice. When encountered with a new word, he could not swiftly relate the meaning radical to its meaning; 2. after 7 to 10 months＇ study, he is able to build up his meaning radicals awareness on his own initiative and select the fight meaning by referring to the meaning radicals of certain target characters of different use frequencies; 3. after 14 - 15 months＇ study, he can build up completely active meaning radicals awareness and can guess the meaning of a certain Chinese character skillfully according to the clue of its meaning radicals; 4. the development of meaning radicals awareness was a self-motion process from ＂knowledge learned＂ to ＂knowledge acquired＂ and, to some extent, similar to the development of the second language acquisition.
出处
《语言教学与研究》
CSSCI
北大核心
2005年第4期52-58,共7页
Language Teaching and Linguistic Studies
