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本文采用注音、听写、选择填空等实验方法,对欧美韩国日本的89名学生的汉字认读与书写习得情况进行了调查,旨在考察不同文字背景对汉字学习的影响。结果显示:(1)欧美学生的汉字认读(声韵拼合)不如韩国学生;(2)与声韵拼合成绩相比,所有被试的声调成绩都不好,且不随汉语水平的提高而改善;(3)欧美学生的汉字书写在初级阶段劣势明显,而中级阶段进步显著;(4)欧美、韩国学生字形书写错误突出,日本学生音近字错误较多;(5)欧美初级组的汉字认读与书写成绩存在显著关联性。
In this paper, we use the phonetic transcription, dictation, and choice to fill in the blanks to investigate the Chinese reading and writing of 89 students from Europe, the United States, South Korea and Japan. The purpose of this study is to examine the impact of different contexts on Chinese learning. The results showed that: (1) Chinese characters in European and American students did not recognize Chinese characters better than Korean students; (2) Compared with the phonological performance, all subjects did not perform well in tone and did not improve with the improvement of Chinese proficiency; (3) the writing of Chinese characters by European and American students is obviously inferior in the primary stage, while the progress in the intermediate stage is remarkable; (4) the writing errors of students in Europe, the United States and South Korea are prominent, and there are many mistakes in Japanese characters; (5) There was a significant correlation with written achievement.