English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 111316/142225 (78%)
造訪人次 : 48395416      線上人數 : 614
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/99897


    題名: 熟悉度與可分析性對中文成語理解的影響 
    其他題名: Effects of Familiarity and Analyzability on Chinese Idioms Comprehension
    作者: 粱雲霞;鄭雅丰
    關鍵詞: 中文成語;熟悉度;可分析性;成語理解
    Chinese idioms;familiarity;analyzability;idiom comprehension
    日期: 2012-12
    上傳時間: 2016-08-09 15:50:50 (UTC+8)
    摘要: 本研究探討熟悉度與可分析性對中文成語理解的影響。實驗一選出不同熟悉度的成語 30個，以 30名大學生為受試者，由受試者寫出每個成語的意義，以測量成語理解的程度。結果顯示：受試者在不同熟悉度的成語上，呈現理解正確度的差異；隨著熟悉度增加，理解正確度隨之提高。實驗二採用 2（熟悉度） ×3（可分析性）實驗設計，選取 36個成語，受試者為 30名大學生，探討成語的可分析性對理解的影響，並檢驗可分析性與熟悉度的關係。結果發現：可分析性具有主效果，並與熟悉度產生交互作用，顯示成語的可分析性可促進成語理解，在高熟悉度條件下，更大幅提升理解正確度。根據研究結果，本文加以討論，並提出成語學習與未來研究的建議。
    This study examined the effects of familiarity and analyzability on Chinese idioms comprehension. Experiment 1 used 30 Chinese idioms as materials. Participants were 30 undergraduates and asked to write out the meaning of each idiom. The results showed that familiarity affected participants performances on idiom comprehension, and the comprehension performances were improved incrementally as the level of familiarity increased. With a 2(familiarity) x 3(analyzability) design, Experiment 2 used 36 Chinese idioms as materials, and examined the interaction of familiarity and analyzability. Thirty undergraduates participated in this study. The results showed that the differences in analyzability could influence the comprehension performances in different familiarity levels, and there was a significant interaction of familiarity and analyzability. A small amount of analyzability was enough to trigger more appropriate performance in the low-familiarity condition. With higher level of analyzability, a strong improvement of comprehension performance was found in the high-familiarity condition. The findings suggested that analyzability might play as a role of moderator in the construction of idiom meaning. Some suggestions for future research were provided in the article.
    關聯: 教育與心理研究, 35(4),49-76
    Journal of Education & Psychology
    資料類型: article
    顯示於類別:[教育與心理研究 TSSCI] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    35(4)-49-76.pdf11436KbAdobe PDF2286檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    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 ©   - 回饋