本文選題：書寫系統(tǒng)　切入點：雙通道路徑　出處：《江西師范大學(xué)》2013年碩士論文

【摘要】：由于以拼音文字為母語的教學(xué)對象習(xí)慣運用音形規(guī)則系統(tǒng)即語音路徑習(xí)得語言單位，當(dāng)他們在習(xí)得其它語言系統(tǒng)的單位時，就會不自覺地帶有明顯的語音路徑傾向。然而漢字是表意文字，由三部分組成，包括字音、字形和字義，所以漢字并不能像拼音文字那樣直接看詞知音。但是漢字中的形聲字的字形可以在一定程度上反映出漢字字音和字義。形聲字帶有明顯表音義成分，可以在一定程度上知道字義，，由字形聯(lián)通字義，依照字形輔助認(rèn)讀字音，這一路徑被稱為詞匯路徑。基于這樣的特點，形聲字的習(xí)得可以使用雙通道路徑模式進(jìn)行學(xué)習(xí)。這樣既不違背學(xué)習(xí)者的認(rèn)知規(guī)律，又為外國人習(xí)得漢字提供了更加有效的認(rèn)知習(xí)得方法。 本研究立足于雙通道模式理論，通過課堂教學(xué)實驗的研究方法，探索雙通道模式教學(xué)路徑的可行性和合理性，以改進(jìn)原有的學(xué)習(xí)語言的單一路徑模式。本研究的被試為馬達(dá)加斯加在校大學(xué)生32人，平均年齡在19歲，且有較強(qiáng)的學(xué)習(xí)基礎(chǔ)和學(xué)習(xí)漢語的興趣。被試分為實驗組和控制組，每組16人，由兩位有經(jīng)驗的教師分別按實驗設(shè)計進(jìn)行教學(xué)和測試。實驗組采取雙通道路徑模式習(xí)得漢字，從語音路徑和詞匯路徑兩方面著手。而控制組采取適應(yīng)被試習(xí)得第一語言的認(rèn)知規(guī)律和習(xí)慣的習(xí)得路徑——語音路徑習(xí)得漢字。經(jīng)過時間為三周的教學(xué)，使用SPSS軟件對實驗組和控制組的成績進(jìn)行比較，進(jìn)行T檢驗的比較。實驗結(jié)果證明，與單通道模式相比，雙通道路徑模式確實對非漢字圈學(xué)生習(xí)得漢字更高效，并且可以幫助學(xué)生在記憶漢字上達(dá)到長期鞏固記憶的效果。 綜上所述，以雙通道路徑模式進(jìn)行漢字教學(xué)符合漢字習(xí)得的特點，為漢字教學(xué)提供了新思路與新路徑，給從事對外漢語教學(xué)的漢語教師們以啟示。同時也為非漢字圈學(xué)生學(xué)習(xí)漢字提供了科學(xué)有效的學(xué)習(xí)方法。
[Abstract]:Because students who use phonetics as their mother tongue are accustomed to using phonetic rules, that is, phonetic path acquisition of language units, when they are acquiring units of other language systems, However, Chinese characters are ideographic characters, which are composed of three parts, including phonetic, glyph and meaning. Therefore, Chinese characters can not be read directly as pinyin characters. But the shapes of phonetic characters in Chinese characters can to some extent reflect the pronunciation and meaning of Chinese characters. Phonetic characters have obvious phonetic elements. You can know the meaning of a word to some extent, connect the meaning of a character by the font, and recognize the pronunciation according to the aid of the font. This path is called the lexical path. The acquisition of pictophonetic characters can be studied by using the two-channel path mode, which not only does not violate the cognitive rules of the learners, but also provides a more effective cognitive acquisition method for foreigners in the acquisition of Chinese characters. This study is based on the theory of two-channel mode and explores the feasibility and rationality of double-channel teaching path through the research method of classroom teaching experiment. In order to improve the single path model of learning language, the subjects in this study were 32 Malagasy college students with an average age of 19 years, and had a strong learning foundation and interest in learning Chinese. The subjects were divided into experimental group and control group. 16 students in each group were taught and tested by two experienced teachers according to the experimental design. The control group adopted the acquisition path adapted to the cognitive rules and habits of the first language of the subjects to acquire Chinese characters. After three weeks of teaching, the control group adopted the phonetic path to acquire Chinese characters. SPSS software was used to compare the scores of the experimental group and the control group, and the T-test was carried out. The experimental results showed that, compared with the single-channel mode, the two-channel path mode was indeed more efficient for non-Chinese character circle students to acquire Chinese characters. And can help students to memorize Chinese characters to achieve long-term memory consolidation effect. To sum up, the two-channel path mode of Chinese character teaching conforms to the characteristics of Chinese character acquisition, and provides a new way of thinking and new path for Chinese character teaching. At the same time, it provides a scientific and effective learning method for non-Chinese circle students to learn Chinese characters.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3

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