歐美韓日學生漢字認讀與書寫習得研究

本文採用注音、聽寫、選擇填空等實驗方法，對歐美韓國日本的 89名學生的漢字認讀與書寫習得情況進行了調查，旨在考察不同文字背景對漢字學習的影響。結果顯示：(1) 歐美學生的漢字認讀（聲韻拼合）不如韓國學生； (2) 與聲韻拼合成績相比，所有被試的聲調成績都不好，且不隨漢語水準的提高而改善；(3) 歐美學生的漢字書寫在初級階段劣勢明顯，而中級階段進步顯著；(4) 歐美、韓國學生字形書寫錯誤突出，日本學生音近字錯誤較多；(5) 歐美初級組的漢字認讀與書寫成績存在顯著關聯性 。

89 CSL(Chinese as a second language)learners from Korea, Japan and Western Countries participated in the study. The aim of the study is to investigate the learning of reading and writing Chinese characters by learners with different first-language writing systems by means of phonetic transcription, dictation and multiple-choice tasks. The results show: (1) the performance of phonetic transcription by the alphabetic language group was significantly worse than that of the Korean group; (2) compared with phonetic transcription, the scores for the tone in Chinese were much poorer for all groups, and no improvement was demonstrated in the learners at the intermediate level; (3) the performance of Chinese character writing by the alphabetic language group was very poor at the elementary level, but much improvement was achieved at the intermediate level; (4) learners of the alphabetic language group and the Korean group made much more errors in the writing of Chinese characters with similar forms, while Japanese learners make more errors when writing Chinese characters with similar pronunciations; and (5) the reading score of the learners at the primary level in the alphabetic language group showed significant correlation with their writing score. Copyright © 2006 北京語言大學.