政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/109260

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/109260

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | 全文笔数/总笔数 : 109948/140897 (78%)
造访人次 : 46075899 在线人数 : 615

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

搜寻范围

查询小技巧：

您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果

若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据

进阶搜寻

主页 ‧ 登入 ‧ 上传 ‧ 说明 ‧ 关于政大典藏 ‧ 管理

到手机版

政大機構典藏 > 文學院 > 華語文教學博／碩士學位學程 > 學位論文 > Item 140.119/109260

请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/109260

题名:	華語學習者對聲旁表音一致性的認知處理：漢字聽讀的眼動研究 Cognitive processing of phonetic consistency by second language learners of Chinese: an eye-tracking study of listening and reading Chinese character
作者:	黃懷萱 Huang, Huai Shiuan
贡献者:	蔡介立 Tsai, Jie Li 黃懷萱 Huang, Huai Shiuan
关键词:	對外漢字教學表音一致性華語學習者 Chinese characters learning Phonetic consistency CFL learners
日期:	2017
上传时间:	2017-05-01 11:24:56 (UTC+8)
摘要:	漢字對於拼音語言背景的華語學習者而言，一直是較難掌握的內容，他們在初學華語的階段，很快就需要記認與書寫與母語文字系統差異極大的漢字，所以經常遇到困難。正由於缺乏相關背景知識，華語學習者的漢字識別和心理認知歷程必然與母語者有所差異。然而語言離不開書寫與閱讀，若要增進中文能力，就必須提升本身的字彙量。漢字總數以形聲字數量最多，形聲字主要可以拆解為聲旁及義旁兩個部分，功能上多以表音及表義區分。關於母語學童的識字研究，常以「聲旁一致性」作為討論主題，透過唸名作業探討學童的識字過程，學者發現這種中文的形音對應關係是隨著學習歷程發展出來的，年級越高的學童，越能看到顯著效果，與識字量和閱讀能力的關聯密不可分。至於成人華語學習者，是否也能在學習經驗中累積出這種形音一致性的對應概念，是以往較少細究的內容。本論文關注此一議題，進行記錄眼動的心理學實驗，探討形音一致性高低對不同程度華語學習者在辨識單字的處理效率和其背後的認知意義。　　論文實驗採用漢字聽讀整合的作業形式，請受試者聽取經由耳機播放的語音訊息，在電腦螢幕上點選對應的字形，藉由眼動儀器的記錄，分析眼睛對於目標字和無關字的凝視比例變化。實驗操弄目標字的聲旁一致性，並依照中文能力將受試者分成高、低程度二組，高程度組12人，低程度組10人。除了聽讀作業以外，另外採用語言水平問卷、漢字學習策略問卷、中文年級認字量表以及短文閱讀的眼動實驗做為額外的評量工具，以量測受試者主觀和客觀判斷的中文程度，提供後文討論對外漢字教學的實際建議。　　實驗結果顯示中文能力高低與聲旁一致性高低對凝視比例具有影響。高程度組呈現預期的聲旁一致性效果，於目標字語音播放後的300至500毫秒之間呈現顯著差異，高一致目標字的凝視比例顯著高於低一致目標字。這個結果表示隨著學習經驗的積累，即使是拼音文字背景的學習者，也會因為識字量增加而逐漸具備形聲字聲旁一致性的認知能力。低程度組雖然未獲得如預期的一致性效果，但卻發現聲旁結合度效果，受試者對於同一聲旁越多的字，其凝視比率高於同一聲旁較少的字，足見低程度組雖然字彙量遠不如高程度組，但已經掌握部分漢字結構表徵，只是更加仰賴字形訊息，所以聲旁結合度影響較大。本文結果顯示，對拼音語言的華語學習者而言，形聲字的辨認也並非絕對的一字一音，而是受到語音成分介入。本文最後提出如何利用此研究結果於對外漢字教學及教材編製上，以供後續教學研究參考。 Learning to read and write Chinese characters is hard for CFL (Chinese as a foreign language) students, especially for those whose native languages are alphabetic languages, would face to a totally different writing system-“Hanzi” at the beginning stage of learning; therefore, it would be a real challenge because of the complexity. Due to lack of background knowledge, CFL students may have a different cognitive process from Chinese native speakers. Nevertheless, to improve language skills and abilities, it is necessary to raise the amount of their Chinese lexicon. Phonetic compounds comprise most of the Chinese characters and can be divided into two parts-a phonetic radical and a semantic radical, which denote the character’s possible pronunciation and meaning. Researchers have found that “phonetic consistency” affects the latency of naming from Chinese native speakers. For elementary school children, the higher grade they are in, the consistency effect is more significant, which related to their learning process of word-recognition. As for CFL learners, we know few from them. The present study focuses on the topic of phonetic consistency, manipulating the eye-tracking methods to investigate the processing efficiency and cognitive meanings from CFL learners of two different levels. The study utilized visual world paradigm of eye tracking methods through a reading and listening task. Subjects would hear a sentence and would be asked to choose the target character from the four on the screen. Fixation proportions of target and unrelated characters were counted in each time bin. The experiment manipulated phonetic consistency value and two groups of subjects participated in this research: the high level group (12 people) and the low level group (10 people), whose native languages were all alphabetic languages. Except for the listening and reading task, we used questionnaires, character recognition test and reading comprehension test to judge subjects’ Chinese reading ability. Results showed that Chinese ability and phonetic consistency affected fixation proportions. For the high level group, the proportion of target was higher in high consistency condition than the low consistency condition after the target onset. Significant consistency effect was found between 300 milliseconds and 500 milliseconds as expectation. For the low level group, there were opposite results compared with high level group and tended to show “phonetic combinability effect” between 300 milliseconds and 500 milliseconds. Subjects had more fixations on those characters with the amount of the same phonetic radicals. It seemed that the visual information attracted more than sound information. These results implicated that CFL students with alphabetic language background have accumulated the phonetic consistency concepts of Chinese phonograms after years of learning; in other words, the phonetic information of Chinese characters also involved in the word-recognition processing for CFL students. At the end, we provided some advices for teaching Chinese as a foreign language based on the present findings.
參考文獻:	一、英文參考文獻 Allopenna, P. D., Magnuson, J. S., & Tanenhaus, M. K. (1998). Tracking the Time Course of Spoken Word Recognition Using Eye Movements: Evidence for Continuous Mapping Models. Journal of Memory and Language, 38(4), 419-439. doi: 10.1006/jmla.1997.2558 Anderson, R. C., Li, W., Ku, Y.-M., Shu, H., & Wu, N. (2003). Use of Partial Information in Learning to Read Chinese Characters. Journal of Educational Psychology, 95(1), 52-57. doi: 10.1037/0022-0663.95.1.52 Bruza, P., Kitto, K., Nelson, D., McEvoy, C. (2009). Is there something quantum-like about the human mental lexicon? Journal of Mathematical Psychology, 53(5), 362-377. doi: 10.1016/j.jmp.2009.04.004 Chen, H.-C. (1992). Reading Comprehension in Chinese: Implications from character reading times. In H, -C.Chen & O. J. L,.Tzeng(Eds), Language processing in Chinese(pp.175-205). .Amsterdam: North-Holland: Elsevier. Clifton, C., Staub, A., & Rayner, K. (2007). Eye movements in reading words and sentences In R. P. G. van Gompel, M. H. Fischer, W. S. Murray, & R. L. Hill (Eds.), Eye movements: A window on mind and brain (pp. 341-371). New York: Elsevier. Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of Reading Aloud: Dual-Route and Parallel-Distributed-Processing Approaches. Psychological Review, 100(4), 589-608. doi: 10.1037/0033-295X.100.4.589 Cooper, R. M. (1974). The control of eye fixation by the meaning of spoken language: A new methodology for the real-time investigation of speech perception, memory, and language processing. Cognitive Psychology, 6(1), 84-107. doi: 10.1016/0010-0285(74)90005-X De León Rodríguez, D. B., Karin. A ., Eggenberger, Noëmi ., Preisig, Basil C ., Schumacher, Rahel ., Laganaro, Marina ., Nyffeler, Thomas ., Annoni, Jean-Marie ., Müri, René M. (2016). The modulation of reading strategies by language opacity in early bilinguals: an eye movement study. Bilingualism: Language and Cognition, 19(3), 567-577. Fang, S. -P., Horng, R. Y., & Tzeng, O. J. -L. (1986). Consistency effects in the Chinese character and pseudo-character naming tasks. In H. S. R. Kao and R. Hoosain( Eds), Linguistics, Psychology, and the Chinese Language (pp.11-21). Hong Kong: Center of Asian Studies, University of Hong Kong. Feldman, L., & Siok, W. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(3), 776-781. Hsu, C.-H., Lee, C.-Y., & Tzeng, O. J. -L. (2014). Early MEG markers for reading Chinese phonograms: Evidence from radical combinability and consistency effects. Brain and Language, 139, 1-9. doi: 10.1016/j.bandl.2014.09.008 Hsu, C.-H., Tsai, J. -L., Lee, C. -Y., & Tzeng, O. J. -L. (2009). Orthographic Combinability and Phonological Consistency Effects in Reading Chinese Phonograms: An Event-Related Potential Study. Brain and Language, 108(1), 56-66. doi: 10.1016/j.bandl.2008.09.002 Hsueh. (2014). Chineasy. Thames & Hudson Ltd: England. Hue, C.-W. (1992). Recognition Processes in Character Naming. In H. C. Chen & O. J. L. Tzeng (Eds), Language processing in Chinese, (pp. 93-107). Amsterdam: North-Holland. doi: 10.1016/S0166-4115(08)61888-9 Huettig, F., & McQueen, J. M. (2007). The Tug of War between Phonological, Semantic and Shape Information in Language-Mediated Visual Search. Journal of Memory and Language, 57(4), 460-482. doi: 10.1016/j.jml.2007.02.001 Huettig, F., Rommers, J., & Meyer, A. S. (2010). Using the visual world paradigm to study language processing: A review and critical evaluation. Acta Psychologica, 137(2), 151-171. doi: 10.1016/j.actpsy.2010.11.003 Inhoff, A. W., & Radach, R. (1998). Definition and Computation of Oculomotor Measures in the Study of Cognitive Processes. In: G.Underwood(Ed.), Eye guidance in reading and scene perception (pp.29-54). Oxford: Elsevier. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. Lee, C.-Y., Hsu, C.-H., Chang, Y.-N., Chen, W.-F., & Chao, P.-C. (2015). The Feedback Consistency Effect in Chinese Character Recognition: Evidence from a Psycholinguistic Norm. Language and Linguistics, 16(4), 535-554. doi: 10.1177/1606822X15583238 Lee, C.-Y., Tsai, J.-L., Chan, W.-H., Hsu, C.-H., Hung, D. L., & Tzeng, O. J. -L. (2007). Temporal dynamics of the consistency effect in reading Chinese: an event-related potentials study. Neuroreport, 18(2), 147-151. Lee, C.-Y., Tsai, J.-L., Su, E. C.-I., Tzeng, O. J. -L., & Hung, D. L. (2005). Consistency, Regularity, and Frequency Effects in Naming Chinese Characters. Language and Linguistics, 6(1), 75-107. Lin, C., & Collins, P. (2012). The effects of L1 and orthographic regularity and consistency in naming Chinese characters. Reading and Writing, 25(7), 1747-1767. doi: 10.1007/s11145-011-9340-9 Magnuson, J. S., Tanenhaus, M. K., Aslin, R. N., & Dahan, D. (1999). Spoken word recognition in the visual world paradigm reflects the structure of the entire lexicon. Proceedings of the 21st Annual Conference of the Cognitive Science Society: Lawrence Erlbaum Associates. Marian, V., Blumenfeld, H. K., & Kaushanskaya, M. (2007). The Language Experience and Proficiency Questionnaire (LEAP-Q): assessing language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research, 50(4), 940. Misyak, J. B., & Christiansen, M. H. (2012). Statistical Learning and Language: An Individual Differences Study. Language Learning, 62(1), 302-331. doi: 10.1111/j.1467-9922.2010.00626.x Perfetti, C. A., & Liu, Y. (2006). Reading Chinese characters: Orthography, phonology, meaning, and the lexical constituency model. In P. Li, L. -H. Tan, E. Bates, & O. J. L. Tzeng (Eds.), Handbook of East Asian psycholinguistics (pp. 225-236). New York: Cambridge University Press. Perfetti, C. A., Liu, Y., Fiez, J., Nelson, J., Bolger, D. J., & Tan, L. H. (2007). Reading in two writing systems: Accommodation and assimilation in the brain’s reading network. Bilingualism:Language and Cognition, 10, 131–146. http://dx.doi.org/10.1017/S1366728907002891 Perfetti, C. A., Liu, Y., & Tan, L. -H. (2005). The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading. Psychological Review, 112(1), 43-59. doi: 10.1037/0033-295X.112.1.43 Perfetti, C. A., & Tan, L. -H. (1998). The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(1), 101-118. Perfetti, C. A., Tan, L. -H., & Rayner, K. (2000). The Role of phonological codes in integrating information across saccadic eye movements in Chinese character identification. Journal of Experimental Psychology: Human Perception and Performance,26(2), 607-633. Pollatsek, A., Tan, L., & Rayner, K. (2000). The Role of phonological codes in integrating information across saccadic eye movements in Chinese character identification. 26(2), 607-633. Raynet, K. (1998). Eye Movements in Reading and Information Processing: 20 Years of Research. Psychological Bulletin, 124(3), 372-422. Rayner, K., & Pollatsek, A. (1989). The Psychology of Reading. Englewood Cliffs, NJ: Prentice Hall. Saffran, J. R., Aslin, R. N., & Newport, E. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926-1928. Salverda, A. P., & Tanenhaus, M. K. (2010). Tracking the time course of orthographic information in spoken-word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1108-1117. doi: 10.1037/a0019901 Shen, D., Liversedge, S. P., Tian, J., Zang, C., Cui, L., Bai, X., Rayner, K. (2012). Eye movements of second language learners when reading spaced and unspaced Chinese text. Journal of Experimental Psychology: Applied, 18(2), 192-202. doi: 10.1037/a0027485 Shen, H. H. (2005). An Investigation of Chinese-Character Learning Strategies among Non-Native Speakers of Chinese. System: An International Journal of Educational Technology and Applied Linguistics, 33(1), 49-68. doi: 10.1016/j.system.2004.11.001 Shu, H. (2003). Chinese writing system and learning to read. International Journal of Psychology, 38(5), 274-285. doi: 10.1080/00207590344000060 Su, I. F, & Weekes, B. (2007). Effects of frequency and semantic radical combinability on reading in Chinese: an ERP study. Brain and Language, 103(1), 111-112. Tan, L. -H, & Perfetti, C. A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts. Reading and Writing, 10(3), 165-200. doi: 10.1023/A:1008086231343 Tan, L. -H, Perfetti, C. A, Liu, Y., Fiez, J., Nelson, J., & Bolger, D. (2007). Reading in two writing systems: Accommodation and assimilation of the brain`s reading network. Bilingualism: Language and Cognition,10(2), 131-146. Tong, X., Kwan, J. L. Y., Wong, D. W. M., Lee, S. M. K., & Yip, J. H. Y. (2015). Toward a Dynamic Interactive Model of Non-Native Chinese Character Processing. Journal of Educational Psychology, 108(5), 680-693. doi: 10.1037/edu0000083 Tsai, J. -L., Lee, C.-Y., Tzeng, O. J. L., Hung, D. L., & Yen, N.-S. (2004). Use of phonological codes for Chinese characters: Evidence from processing of parafoveal preview when reading sentences. Brain and Language, 91(2), 235-244. doi: 10.1016/j.bandl.2004.02.005 Van Assche, E., Drieghe, D., Duyck, W., Welvaert, M., & Hartsuiker, R. J. (2011). The influence of semantic constraints on bilingual word recognition during sentence reading. Journal of Memory and Language, 64(1), 88-107. doi: 10.1016/j.jml.2010.08.006 Wang, S. Y. W. (1973). The Chinese Language. Scientific American, 228(2), 50-60. doi: 10.1038/scientificamerican0273-50 Weekes, B., Chen, M., & Lin, Y. (1998). Differential effects of phonological priming on Chinese character recognition. Reading and Writing, 10(3-5), 201-202. doi:10.1023/A:1008087715413 Williams, C. (2012). Emerging development of semantic and phonological routes to character decoding in Chinese as a foreign language learners. Reading and Writing, 26(2), 293-315. doi: 10.1007/s11145-012-9368-5 Wu, Y., Mo, D., Tsang, Y.-K., & Chen, H.-C. (2012). ERPs reveal sub-lexical processing in Chinese character recognition. Neuroscience Letters, 514(2), 164-168. doi: 10.1016/j.neulet.2012.02.080 Zhao, J., Li, Q.-L., Wang, J.-J., Yang, Y., Deng, Y., & Bi, H.-Y. (2012). Neural basis of phonological processing in second language reading: An fMRI study of Chinese regularity effect. NeuroImage, 60(1), 419-425. doi: 10.1016/j.neuroimage.2011.12.074 Ziegler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3-29. 二、中文參考文獻王建勤、高立群（2005）。歐美學生漢字形音意識發展的實驗研究。載於趙金銘（主編），對外漢語教學的全方位探索（頁374-390）。北京：商務印書館。王碧霞、李寧、種國勝、徐葉菁（1994）。從留學生識記漢字的心理過程探討基礎階段漢字教學。語言教學與研究，3，21-33。中華民國教育部（2011）。國民中小學九年一貫課程綱要語文學習領域—國語文。台北市：教育部。江新（2001）。外國學生形聲字表音線索意識的實驗研究。世界漢語教學，2，68-74。江新、趙果（2001）。初級階段外國留學生漢字學習策略的調查研究。語言教學與研究，4，10-12。吳中偉主編（2010）。當代中文。北京：華語教學出版社。余姿幸（2013）。從眼動證據探究閱聽中文形聲字之音形映照。國立政治大學語言學研究所碩士論文，未出版，台北市。李佳穎（2009）。中文識字的認知與神經基礎。基礎教育學報，18，63-85。李香平（2011）。當前留學生漢字教材編寫中的問題與對策。漢語學習，1，87-96。李培元、任遠（1985）。漢字教學簡述－－對外漢語教學發展史之一章。載於第一屆國際漢語教學討論會論文選（頁307-314）。北京：北京語言學院出版社。邢紅兵、舒華（2004）。《漢語水準辭彙與漢字等級大綱》中形聲字聲旁表音特點分析。載於《漢語口語與書面語教學--2002年國際漢語教學學術研討會論文集》。北京：北京大學出版社。邢紅兵（2011）。漢字的統計研究與對外漢字教學。北京：北京語言大學出版社。周有光（1980）。漢字聲旁讀音便查。吉林省：吉林人民出版社。周碧香（2009）。圖解識字教學原理探討。台中教育大學學報：人文藝術類，23（1），55-68。林季苗（2007）。漢字分類及認知心理學與對外教學應用。載於顧安達、江新、萬業馨（主編），漢字的認知與教學：西方學習者漢字認知國際研討會論文集。北京：北京語言大學出版社。林季苗（2011）。漢語教學四大原則與法國經驗。華語文教學研究，8（2），65-79。林芮婷（2013）。「生活情景」融入對外初級專門性漢字教材的實務編寫。台北立教育大學華語文教學碩士學位學程碩士論文，未出版，台北市。林振興、陳學志（2015）。漢字積木：字本位學習法I。台北市：正中書局。邱士洋（2014）。非漢字文化圈華語學習者之漢字偏誤分析研究─以南部四所華語中心學生為例。國立屏東教育大學華語文教學碩士學位學程碩士論文，未出版，屏東市。胡文華（2008）。漢字與對外漢字教學。上海：學林出版社。柳燕梅（2002）。漢字速成課本。北京：北京語言大學出版社。孫德金（2006）。對外漢字教學研究。北京：商務印書館。秦麗花（2002）。從漢字的特性與學習談兒童識字能力發展的相關研究。屏師特殊教育，3，1-8。秦麗花、許家吉（2000）。形聲字教學對國小二年級一般學生和學障學生識字教學效果之研究。特殊教育研究學刊，18，191-206。翁翊倫（2016）。語境限制與第二語言能力對雙語詞彙觸接的影響：日中雙語者的眼動研究證據。國立政治大學語言學研究所碩士論文，未出版，台北市。馬明艷（2007）。初級階段非漢字圈留學生漢字學習策略的個案研究。世界漢語教學，1，40-49。國立台灣師範大學主編（2008）。新實用視聽華語。台北市：正中書局。國立台灣師範大學國語教學中心主編（2015）。當代中文課程。台北市：聯經。國家華語測驗推動委員會（2015）。華語八千詞表說明（未出版）。尉春豔、何青霞（2012）。近十年對外漢字教學原則和方法研究綜述。現代語文：下旬．語言研究，1，7-9。張朋朋（2002）。新編基礎漢語．識字篇：集中識字。北京：華語教學出版社。張莉萍（2008）。對外漢語字集。台灣華語文教學年會暨研討會。花蓮慈濟大學。張金蘭（2012）。以華語為第二語言學習者之漢字習得研究。國立政治大學華語文教學博士學位學程博士論文，未出版，台北市。張豔、鄭家潔（2010）。形聲字與對外漢字教學。現代語文，24，130-131。莫為中（2013）。非漢字背景初級學習者漢字學習策略及學習成效研究。中國文化大學華語文教學碩士學位學程碩士論文，未出版，台北市。許媛媜（2011）。聲調在中文口語字彙觸接的時序處理:眼動研究之證據。國立政治大學語言學研究所碩士論文，未出版，台北市。陳羿均、胡潔芳、鄭錦桂（2015）。臺灣外籍華語文學習者解讀漢字之傾向。課程與教學，18（1），123-146。陳學志、林振興（2015）。我也繪漢字I。台北市：正中書局。陳學志、賴惠德、邱發忠（2010）。眼球追蹤技術在學習與教育上的應用。教育科學研究期刊，55（4），39-68。彭萬勇（2009）。關於對外漢字教學研究的思考和探索——兼論「字源理論」在對外漢字教學中的應用。現代教育論叢，2，55-59。曾郁琳、李佳穎（2012）。國小學童習得中文形音對應一致性的發展性研究。當代教育研究季刊，20（4），45-84。曾筱婷（2006）。EFL大學生閱讀英文的眼動資料分析。國立中央大學學習與教學研究所碩士論文，未出版，桃園市。馮天瑜（2004）。「漢字文化圈」芻議。吉首大學學報(社會科學版)，25（2），1-6。舒華、周曉林、武寧寧（2000）。兒童漢字讀音聲旁一致性意識的發展。心理學報，32（2），164-169。黃亦敏（2013）。對外漢字教學的傳統與科技：「硬筆手寫」與「電腦識打」對漢字習得之探究。國立政治大學華語文教學碩士學位學程碩士論文，未出版，台北市。黃沛榮（2006）。漢字教學的理論與實踐。台北市：樂學書局。黃沛榮（2011）。論漢字教學相關的基礎研究。台灣華語文教學，11，16-24。黃秀霜（2001）。中文年級認字量表。台北市：心理出版社。黃偉嘉、敖群（2009）。漢字知識與漢字問題。北京：商務印書館。葉德明（2002）。華語文教學規範與理論基礎。台北市：師大書苑。董澍潭（2010）。漢字圈和非漢字圈漢語學習者漢字學習觀念的研究。北京語言大學人文學院研究生學刊，6，45-63。鄒夢蘭（2014）。閱讀習字法運用於對外漢字教學研究。文藻外語大學華語文教學研究所碩士論文，未出版，高雄市。趙果、江新（2002）。什麼樣的漢字學習策略最有效？--對基礎階段留學生的一次調查研究。語言文字應用，2，79-85。趙金銘（2009）。對外漢語教學概論。台北市：新學林。趙燕（2012）。中亞留學生漢字識別的眼動研究，發展與教育心理學。新疆師範大學發展與心理教育學系，未出版，新疆省。劉英茂、陳紹慶、蘇友瑞（2003）。在中文唸名上的規則性及一致性效果。中華心理學刊，45（1），29-46。劉英茂、蘇友瑞、陳紹慶（2001）。漢字聲旁的表音功能。高雄市：高雄復文。劉珣編（2003）。新實用漢語課本1-6。北京：北京語言大學出版社。蔡介立、顏妙璇、汪勁安（2005）。眼球移動測量及在中文閱讀研究之應用。應用心理研究，28，91-104。蔡喬育（2014）。日籍華裔學生漢字書寫及漢語詞彙應用偏誤分析及在對日華語教材教法上的建議。中原華語文學報，13，53-77。蔣爲文（2010）。《訓民正音》語文政策與韓國文字之崛起。台灣國際研究季刊，6（4），53-69。鄭昭明（2006）。認知心理學:理論與實踐。台北縣：桂冠出版。鄭昭明（2009）。華語文的教與學:理論與應用。台北縣：正中書局。戴汝潜（1999）。漢字教與學。濟南市：山東教育出版社。謝純芬（2014）。非漢字背景學習者漢字學習策略研究。中國文化大學華語文教學碩士學位學程碩士論文，未出版，台北市。謝國平（2011）。語言學概論。台北市：三民書局。
描述:	碩士國立政治大學華語文教學碩士學位學程 103161009
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G0103161009
数据类型:	thesis
显示于类别:	[華語文教學博／碩士學位學程] 學位論文

文件中的档案:

档案	大小	格式	浏览次数
100901.pdf	1349Kb	Adobe PDF2	321	检视/开启

在政大典藏中所有的数据项都受到原著作权保护.

社群 sharing

著作權政策宣告 Copyright Announcement

1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

DSpace Software Copyright © 2002-2004 MIT & Hewlett-Packard / Enhanced by NTU Library IR team Copyright © - 回馈