汉语作为第二语言阅读中形音通路问题的实证研究
Studies inwhich code learners that Learning Chinese as second language rely on thereading process
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This thesis intends to detect the code the learners rely through reading and proof-reading task for the primary and intermediate levels of Japanese and South Korean Chinese learners, whose mother tongue background are ideographic, and European and American Chinese learners, whose mother tongue background are alphabetic. The codes learners rely are revealed through the proof-reading correction rate by reading the homophone interference type and characters similar interference type. Also, this thesis analyses the possible reasons for the results through identical determine task and semantic determine task. The results show that: The level of the mother tongue background and Chinese have the impact of the codes for the different learners in the reading, but in intermediate level different learners share orthographic code. There is not the correspondent relationship between the different codes learner use in reading and their orthographic ability and phonological ability. There appears the effect of phonological interference and orthographic interference in the process of different learners understands semantic.
Abstract
This thesis intends to detect the code the learners rely through reading and proof-reading task for the primary and intermediate levels of Japanese and South Korean Chinese learners, whose mother tongue background are ideographic, and European and American Chinese learners, whose mother tongue background are alphabetic. The codes learners rely are revealed through the proof-reading correction rate by reading the homophone interference type and characters similar interference type. Also, this thesis analyses the possible reasons for the results through identical determine task and semantic determine task. The results show that: The level of the mother tongue background and Chinese have the impact of the codes for the different learners in the reading, but in intermediate level different learners share orthographic code. There is not the correspondent relationship between the different codes learner use in reading and their orthographic ability and phonological ability. There appears the effect of phonological interference and orthographic interference in the process of different learners understands semantic.
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