对外汉语形声字教学中的"见形知音"与"见形知义"

汉字发展到今天已经产生了大量形声字。声旁表音,可以启发留学生类推示音;形旁表义,可以帮助留学生掌握一些形声字的类别意义;另外,声旁的相关表义功能对留学生识记汉字也具有不可忽视的作用。在对外汉语形声字教学中,要运用好形声字＂见形知音＂和＂见形知义＂的特性,尽力帮助学生走出＂汉字难学＂的困境;还要注意培养学习者的声旁意识和形旁意识,教会留学生自觉运用声旁策略和形旁策略解决字音和字义问题。既然是形声字教学,形和声都需要重视,尤其不要忽略声旁表义。     

中级水平留学生对部件熟悉的陌生形声字的语音提取

本文采用纸笔测验方法探讨了中级水平留学生对部件熟悉的陌生形声字的语音提取特点。结果表明,字的类型、声旁位置和形旁可命名性影响中级水平留学生对部件熟悉的陌生形声字的语音提取,具体表现为:规则字的命名成绩好于不规则字;声旁在右的汉字命名成绩好于声旁在左的汉字,形旁不可命名的汉字命名成绩好于形旁可命名的汉字。当陌生形声字的形旁不可命名时,中级水平留学生对整字的命名更倾向于利用声旁信息;形声字声旁在右时,利用可单独命名的声旁命名整字的可能性更大;当形旁可命名时,声旁的语音线索与形旁的语音线索存在竞争。中级水平留学生对部件熟悉的陌生形声字语音提取主要采用"读声旁"、"读形旁"和"类比"三种策略,尤其以"读声旁"和"读形旁"等"读半边"策略为主。     

声旁规则性对留学生形声字输出能力的影响

针对各个水平的非汉字背景留学生,文章设计了一种听写任务的纸笔测试,实验材料为规则形声字与不规则形声字各10个,通过对听写正确率和偏误情况的分析,考察了形声字的规则性对留学生字形输出能力的影响。结果发现：与本族儿童不同,形声字的规则性对留学生字形输出的正确率没有表现出显著的影响,但是却影响了同声旁偏误的比例;声旁输出情况比较好,形旁则不太好。与声旁相比,形旁属于比较细微的差别,因此在字形输出的心理加工过程中,很容易处在被忽视的地位。     

汉字学习策略的介入性研究

文章针对不同汉语水平学习者习得汉字的实际情况,进行了一项汉字学习策略的＂介入性＂实验研究,对实验组的留学生进行了关于＂声旁系联＂策略的引导,结果发现：这一策略的使用,有力地促进了留学生正确书写形声字的能力,减少了同声旁字之间的混淆,同时也加强了对形旁的认识。     

字频对形声字习得的影响

汉字中形声字的规则性效应对汉语学习具有积极的意义,本研究以汉语学习者声旁表音意识的发展为研究对象,考察高级学习者在高低频汉字中对完全表音,部分表音和不表音形声字及非形声字字音的辨认情况,结果显示,学习者对于高低频字往往采取不同的策略进行识别,对于低频字。学习者会借助声旁所提示的语音线索进行识别,不表音或部分表音的声旁对整字的辨认在一定范围内起着阻碍的作用。     

浅探认知心理学在对外汉语形声字教学中的应用

汉字教学一直是对外汉语教学的重点和难点,形声字又在汉字中占绝大多数.本文试从认知心理学的角度,结合留学生形声字学习的具体情况,分析了形声字形旁和声旁的认知作用,利用形声字形旁、声旁进行教学的心理学依据,形声字教学的难点,以及解决对策等,以期对对外汉语形声字教学有所帮助.     

对外汉语形声字教学之我见

声旁是形声字形音义三要素的重要载体,数量多、记忆负担重,是形声字识别和书写的重点和难点,是留学生学习形声字的薄弱环节。对外汉语形声字教学有必要对所涉形声字及其形旁和声旁进行定量定性分析,利用同声旁的形声字"形相似、音相近、义相通"的特点建立以声旁为纲的层级系统,贯彻形声二分的原则,坚持形声字基于形声二维的分析方法,培养留学生的形声意识和思维习惯,以实现教学效果的最优化。     

外国留学生习得汉语形声字研究探析

形声字是留学生汉字学习的一个重点。我国对于外国留学生习得汉语形声字的研究较晚,始于上世纪九十年代。本文对学者们的众多研究成果,进行了总结性的综述,特别对形旁表意的研究和对声旁表音的研究进行了详细的总结。     

对外汉语教学用2905汉字的语音状况分析

声旁与整字之间的多种因素都影响着形声字的识别。用认知心理学与对外汉语教学相结合的方法,在对《汉语水平词汇与汉字等级大纲》２９０５个汉字中的形声字进行了封闭性统计的基础上,分析了声旁与整字之间语音关系的静态特征与动态分布,并据此提出了对外汉字教学所应参考的以声符揭示读音、掌握汉字内在深层规律、按照不同阶段采用不同教学方法等教学原则     

基于对外汉语教材的形声字声旁表音情况分析--以《新实用汉语课本》（第四册）为例

汉语学习者在学习汉字的过程中,面临着“见字不知音”即读音上的困难。解决该问题的关键在于掌握形声字的结构特点,并根据声旁获知整字读音。目前学界已针对不同材料、范围的形声字声旁表音情况进行了研究。本文在结合这些文献资料的基础上,选取一本中级水平的对外汉语教材为例进行统计与分析,从而更深刻的了解形声字声旁的表音情况。     

Student gain in reasoning ability as a function of teacher reasoning level and teaching style preference

This study examines the effect of teacher reasoning level (i.e., concrete versus formal) and teaching style preference (i.e., inquiry vs. expository) on improvement in student reasoning ability. A random sample of fourth and seventh grade teachers and their students were selected to participate over one school year. Students completed a reasoning test in the early fall and late spring. Teachers completed two instruments in the Spring, a reasoning test and a teaching style preference questionnaire. Students of concrete operational teachers showed greater gains in reasoning ability than students of formal operational teachers while students of inquiry teachers showed slightly greater gains than students of expository teachers. Possible explanations are discussed as are suggestions for future research.     

Properties of school Chinese: implications for learning to read

The properties of the 2,570 Chinese characters explicitly taught in Chinese elementary schools were systematically investigated, including types of characters, visual complexity, spatial structure, phonetic regularity and consistency, semantic transparency, independent and bound components, and phonetic and semantic families. Among the findings are that the visual complexity, phonetic regularity, and semantic transparency of the Chinese characters taught in elementary school increase from the early grades to the later grades: Characters introduced in the 1st or 2nd grade typically contain fewer strokes, but are less likely to be regular or transparent, than characters introduced in the 5th or 6th grade. The inverse relation holds when characters are stratified by frequency. Low-frequency characters tend to be visually complex, phonetically regular, and semantically transparent whereas high-frequency characters tend to be the opposite. Combined with other findings, the analysis suggests that written Chinese has a logic that children can understand and use.     

Prevention and Remediation of Severe Reading Disabilities: Keeping the End In Mind

This article addresses questions about instruction for children with severe reading disabilities in 2 ways. First, outcomes from 3 recent studies are examined within the context of a hierarchy of instructional goals derived from current theory about the processes involved in acquisition of reading skill. This analysis suggests that we still have much to learn about effective instruction for children with the most severe reading disabilities. The second part of the article reports preliminary results from a 2½-year prevention project in which 138 children received instruction by 3 different methods. The primary instructional contrast involved the intensity and degree of explicitness of instruction in phonological awareness and phonetic decoding strategies for word reading. Results showed a clear advantage in phonetic reading ability for 1 group of children at the end of the second grade. However, this group did not show corresponding advantages in word-reading vocabulary or reading comprehension. The article concludes with a discussion of weaknesses in current research that suggest questions for future intervention studies.     

儿童识字能力与汉字规则意识关系研究

采用测验的方法考察了小学儿童汉字识字能力与汉字规则意识的关系,被试为1—4年级的小学儿童。结果发现:(1)对汉字中的规则意识得更早的儿童有更高的识字能力。(2)声旁意识的差异导致了低年级儿童识字能力的差异,形旁意识对中年级儿童识字能力的继续发展更加重要。由此推论,汉语阅读获得是语音技能、语义技能交互作用的结果,它们一起保证了儿童识字能力的发展。     

The concept of neighborhood underlying the phonetic consistency effect in Chinese character recognition: A four-decade review and beyond

Research on the phonetic consistency effect in Chinese began in the 1980s. For nearly forty years, the consistency effect, as well as its implications for Chinese character recognition, has been frequently examined. This article presents the debate over the consistency effect in Chinese character recognition. While some research supported the involvement of prelexical phonology and sublexical processing based on the presence of consistency effects, others argued against these accounts by revealing three potential limitations, including the confounding of the task demand effect, the regularity effects and the frequency effect. A possible way to settle the debate is to shift focus to the top–down role of neighborhood characteristics underlying the consistency effect in Chinese character recognition.

     

Exploring reading-spelling connection as locus of dyslexia in Chinese

This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals to promote efficient reading and spelling in Chinese.     

Decoding strategies as predictors of reading skill: A follow-on study

A follow-on study was conducted on first- and third-grade children who were tested on the Word Identification subtest of the Woodcock Reading Mastery Test. Errors were phonetically transcribed and proportions of total errors were assigned to one of four strategy types based upon the type of decoding analysis: whole word, part word, and either probable (legal) or improbable (illegal) phonetic decoding. The type of strategy employed was highly correlated with concurrent reading test scores and predicted 30 to 37% of the variance in word recognition 19 months later. Use of phonetic decoding was a strong positive predictor and whole word decoding a negative predictor at both first and third grade. Part word decoding became a negative predictor at third grade. Nearly all children used more than one strategy and there was a developmental trend to shift to a phonetic strategy. But this shift was not inevitable and had not occurred for 31% of the children at the close of the study. Children who stayed with the most inefficient strategies had significantly higher vocabulary scores and equivalent phonemic processing ability when compared to readers with more efficient decoding strategies.     

Multisensory programs in the public schools: A brighter future for LD children

A longitudinal study followed the progress of a group of elementary SLD students as they were instructed using the Alphabetic Phonics (AP) curriculum. After a three year period, the AP curriculum produced positive results in reading comprehension for most SLD students, particularly those who began the program in first and second grade. Students in resource and self-contained settings made significant gains in reading comprehension, although the two types of students exhibited different patterns of progress. Students of different ability levels responded differently to the AP curriculum. Average and above average students made significant progress in reading comprehension, but below average students did not advance substantially in relation to their ability level. At the end of three years, classroom teachers had a significantly more positive view of students’ word attack, oral reading, and silent reading comprehension skills.     

连云港方言语音研究

连云港方言处于北方方言与江淮官话的交界地带,语言特征呈现出复杂的一致性和差异性,它的语音系统和音韵结构,比如：声母、韵母、声调、儿化等都独具特色。透过语言现象,从语言内部及外部两个方面对原因进行深入探析。通过对其区域内几个代表方言点语音系统进行共时和历时的比较研究,能更好地了解这一地区方言的语音面貌和特点。     

Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities

The purpose of this study was to investigate students' use of visual imagery and its relationship to spatial visualization ability while solving mathematical word problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade (N = 66) participated in this study. Students were assessed on measures of mathematical problem solving, visual imagery representation, and spatial visualization ability. The results indicated that gifted students performed better on both spatial visualization measures than students with LD and average-achieving students. Use of visual images was positively correlated with higher mathematical word-problem-solving performance. Furthermore, the use of schematic imagery was significantly and positively correlated with higher performance on each spatial visualization measure; conversely, it was negatively correlated with the use of pictorial images.