本文選題：形聲字 + 聲符表音意識(shí)�。� 參考：《山東師范大學(xué)》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(yǔ)音線索，留學(xué)生能夠利用此線索學(xué)習(xí)、記憶形聲字字音，并形成認(rèn)讀策略。研究留學(xué)生使用的形聲字認(rèn)讀策略，有助于教師指導(dǎo)留學(xué)生使用適當(dāng)?shù)牟呗哉J(rèn)讀形聲字，從而推動(dòng)其漢字學(xué)習(xí)。本研究通過(guò)形聲字認(rèn)讀實(shí)驗(yàn)，考察中級(jí)漢語(yǔ)水平留學(xué)生形聲字認(rèn)讀的主要影響因素，其形聲字認(rèn)讀策略及其發(fā)展程度，并嘗試根據(jù)研究結(jié)果提出針對(duì)形聲字的教學(xué)建議。 研究包括兩個(gè)實(shí)驗(yàn)，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(yǔ)背景，語(yǔ)料為100個(gè)選自《漢語(yǔ)水平詞匯與漢字等級(jí)大綱》的形聲字，被試均為中級(jí)漢語(yǔ)水平留學(xué)生，來(lái)自漢字文化圈及非漢字文化圈國(guó)家的人數(shù)相同。實(shí)驗(yàn)采用紙筆測(cè)試，被試需在規(guī)定時(shí)間內(nèi)寫(xiě)出形聲字的讀音。研究結(jié)果證實(shí)：（1）聲符表音程度、形聲字熟悉度均對(duì)中級(jí)漢語(yǔ)水平留學(xué)生形聲字認(rèn)讀有顯著影響，并且二者交互作用顯著，說(shuō)明中級(jí)漢語(yǔ)水平留學(xué)生已具有利用聲符讀音推斷整字讀音的意識(shí)。（2）成字聲符的字頻對(duì)形聲字認(rèn)讀有顯著影響，，含低頻成字聲符的形聲字認(rèn)讀正確率較高，說(shuō)明成字聲符的讀音對(duì)整字認(rèn)讀產(chǎn)生干擾作用。（3）留學(xué)生在認(rèn)讀形聲字時(shí)普遍利用聲符讀音及同家族字讀音獲得整字讀音，對(duì)聲符讀音的利用更為普遍。使用這兩種策略而產(chǎn)生的認(rèn)讀錯(cuò)誤較多，說(shuō)明留學(xué)生的策略應(yīng)用還處在初級(jí)階段，尚不能對(duì)聲符的表音規(guī)律進(jìn)行有意識(shí)的歸納。（4）母語(yǔ)背景只對(duì)認(rèn)讀正確率有顯著影響，說(shuō)明母語(yǔ)背景只影響留學(xué)生的識(shí)字量，對(duì)其聲符意識(shí)及認(rèn)讀策略的發(fā)展程度沒(méi)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(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：H195.3

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