本文選題：形聲字 + 聲符表音意識�。� 參考：《山東師范大學》2014年碩士論文

【摘要】：形聲字的聲符讀音可為整字讀音提供語音線索，留學生能夠利用此線索學習、記憶形聲字字音，并形成認讀策略。研究留學生使用的形聲字認讀策略，有助于教師指導留學生使用適當?shù)牟呗哉J讀形聲字，從而推動其漢字學習。本研究通過形聲字認讀實驗，考察中級漢語水平留學生形聲字認讀的主要影響因素，其形聲字認讀策略及其發(fā)展程度，并嘗試根據(jù)研究結果提出針對形聲字的教學建議。 研究包括兩個實驗，變量為形聲字熟悉度、聲符熟悉度、聲符表音程度及被試母語背景，語料為100個選自《漢語水平詞匯與漢字等級大綱》的形聲字，被試均為中級漢語水平留學生，來自漢字文化圈及非漢字文化圈國家的人數(shù)相同。實驗采用紙筆測試，被試需在規(guī)定時間內寫出形聲字的讀音。研究結果證實：（1）聲符表音程度、形聲字熟悉度均對中級漢語水平留學生形聲字認讀有顯著影響，并且二者交互作用顯著，說明中級漢語水平留學生已具有利用聲符讀音推斷整字讀音的意識。（2）成字聲符的字頻對形聲字認讀有顯著影響，，含低頻成字聲符的形聲字認讀正確率較高，說明成字聲符的讀音對整字認讀產(chǎn)生干擾作用。（3）留學生在認讀形聲字時普遍利用聲符讀音及同家族字讀音獲得整字讀音，對聲符讀音的利用更為普遍。使用這兩種策略而產(chǎn)生的認讀錯誤較多，說明留學生的策略應用還處在初級階段，尚不能對聲符的表音規(guī)律進行有意識的歸納。（4）母語背景只對認讀正確率有顯著影響，說明母語背景只影響留學生的識字量，對其聲符意識及認讀策略的發(fā)展程度沒有顯著影響。
[Abstract]:The phonetic symbol of phonetic characters can provide phonetic clues for the whole pronunciation, which can be used by foreign students to learn, memorize phonetic sounds, and to form recognition strategies. The study of phonetic recognition strategies used by foreign students is helpful for teachers to guide foreign students to use appropriate strategies to recognize phonetic characters and thus promote their learning of Chinese characters. Based on the experiment of recognition of phonetic characters, this study investigates the main factors affecting the recognition of pictophonetic characters, the strategies of recognition of pictophonetic characters and their development degree, and tries to put forward some teaching suggestions for pictophonetic characters according to the results of the study. The study included two experiments. The variables were the familiarity of phonetic characters, the phonetic level of phonetic symbols and the background of the subjects' mother tongue, and 100 phonetic characters were selected from the outline of Chinese level Vocabulary and Chinese characters. The subjects were all middle level Chinese students, and the number of students from Chinese culture circle and non-Chinese character culture circle were the same. The paper-pen test was used. The subjects were required to write the pronunciation of phonetic characters within the specified time. The results show that the degree of phonetic symbols and the familiarity of phonetic characters have significant effects on the recognition of phonetic characters of international students of intermediate Chinese level, and the interaction between them is significant. It shows that the middle level Chinese students already have the consciousness of inferring the whole character pronunciation by using the sound symbol pronunciation. The frequency of the character has a significant influence on the recognition of the phonetic character, and the correct rate of the recognition of the phonetic character with the low frequency character is higher than that of the one with the low frequency phonetic character. It is shown that the pronunciation of the character interferes with the recognition of the whole character. 3) in the process of recognizing the phonetic character, the students generally use the sound symbol pronunciation and the pronunciation of the same family word to get the whole word pronunciation, and the use of the sound symbol pronunciation is more common. The use of these two strategies has resulted in a large number of reading errors, indicating that the strategy application of foreign students is still in the initial stage, and it is not yet possible to consciously induce the pattern of phonetic characters. 4) the mother tongue background only has a significant effect on the correct recognition rate. It shows that the background of mother tongue only affects the foreign students' literacy, but has no significant effect on their phonetic awareness and the development of reading strategies.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H195.3

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