本文探讨汉语作为第二语言学习的外国学生对汉字知音和知义之间的关系。研究以学习汉语的74名日本、韩国、印尼、美国学生作为被试,采用纸笔测验的方法,要求被试写出30个已学过的汉字的拼音和意思。结果显示,日本、韩国学生的汉字拼音成绩和意义成绩之间没有显著相关,而印尼、美国学生汉字拼音和意义成绩之间有显著相关,表明将汉语作为第二语言的学生学习汉字时对汉字知音和知义之间的关系,随学生母语背景不同而变化,有表意文字背景的日韩学生记忆汉字的意义可能不依赖汉字的正确读音,而表音文字背景的印尼、美国学生记忆汉字的意义则可能依赖汉字的读音。这个结果支持“母语的正字法影响第二语言的文字加工”的观点。 This article explores the relationship between Chinese as a second language and foreign students’ understanding and knowledge of Chinese characters. A total of 74 Japanese, Korean, Indonesian and American students who studied Chinese as subjects were tested using paper and pencil. The subjects were asked to write down the spelling and meaning of 30 learned Chinese characters. The results show that there is no significant correlation between Japanese pinyin and Korean pinyin scores and meaning scores, while there is a significant correlation between Indonesian and American students pinyin and meaning scores, indicating that when students who use Chinese as a second language learn Chinese characters, The relationship between knowledge and knowledge varies with the backgrounds of the students ’mother tongues. The meaning of the memory of Chinese characters by Japanese and Korean students who have an ideographic background may not depend on the correct pronunciation of the Chinese characters. However, the Indonesian and American students’ memory of Chinese characters Meaning may depend on the pronunciation of Chinese characters. This result supports the view that “orthographic orthography in a native language affects word processing in a second language”.