從書寫偏誤看漢語二語學習者的漢字習得

本文通過聽寫測試收集漢語二語學習者的漢字書寫偏誤，採用漢字四級構成模型進行分析，探討漢字習得問題。根據68名不同水準學習者的聽寫數據，本文提出了漢字書寫偏誤的甄別程式，總結了漢字書寫偏誤的類型。結果表明：(1)漢語二語學習者對於漢字的認知是從整字開始，逐步發展出結構分析的意識；(2)漢字書寫的語音偏誤涉及偏旁和整字兩個層級，在偏旁層面，語音偏誤主要表現為保留聲旁、替換不規則/不一致聲旁；在整字層級，語音偏誤表現為替換成另一個同音或音近字；(3)隨著學習者漢語水準的提高，涉及語音因素的偏誤比例沒有顯著降低，這說明漢字的語音效應一直貫穿漢字習得過程。
This paper examines the acquisition of Chinese characters through an error analysis of character writing among nonnative learners, from the elementary, the intermediate and the advanced Chinese classes participated in a writing-to-dictation task. An error screening procedure is proposed and categories of writing errors across various levels against character components are summarized, following the four-level hierarchical model of Chinese characters. A qualitative analysis of the writing errors shows that: (i) nonnative learners acquire Chinese characters as a whole and then develop the structural awareness of characters; (ii) phonologically based writing errors can be further subsumed into two types: retaining the phonetic radical or replacing the irregular/inconsistent phonetic radical at the radical level, and replacing by a homophone or a character with similar pronunciation at the character level; (iii) the proportion of phonologically based writing errors is constant as learners’ levels of Chinese proficiency progress, indicating that the phonological correlation has an impact on the whole acquisition process of Chinese characters. Copyright © 2019 北京語言大學.