注音文本中如何有效注音— 汉语二语者注音文本阅读的眼动研究

Abstract

This study investigates the processing of phonological and orthographic information of novel words, as well as the effects on novel word learning and reading comprehension, among learners of Chinese as a second language when reading pinyin-annotated texts with different tone annotation methods (original tone annotation, sandhi tone annotation, and no tone annotation). Using eye-tracking technology, the study analyzes the eye movement data and behavioral test results of 36 intermediate Chinese learners as they read sentences containing novel words under the three annotation conditions. The findings indicate that phonological processing plays a crucial role in both sentence reading and novel word learning. Annotating sandhi tones ensures consistency between visual phonological information and actual pronunciation, which enhances learners’ accuracy in novel word pronunciation and sentence comprehension. Under the sandhi tone annotation condition, learners spent more time fixating on tone information of novel words, had longer regression path durations, and made more orthography-to- phonology conversions. These findings suggest that learners allocate more cognitive resources to resolving conflicts between different phonological representations of tone sandhi words, thereby establishing stable phonological representations. This process facilitates both sentence reading and novel word learning. Based on the results of this experiment and previous studies, this study proposes the “Principle of Minimal Distance,” which states that the shorter the distance between the annotated phonological information and the information required for accurate word recognition by learners, the more effective the annotation is in facilitating learning.