CAJ | 학술논문

采用配对联想学习范式,通过2个实验,系统考察了书面字形在汉语低年级儿童口语词汇学习中的作用。实验一以40名二年级学生为研究对象,控制了假字的形旁透明度,操纵了声旁的规则性,要求儿童分别在规则字、不规则字和无字形条件下学习4个新异物体的名称,结果发现呈现不规则汉字阻碍了儿童口语词汇的学习;实验二以27名一年级学生为研究对象,采用相同的配对联想学习范式,同时操纵了假字的声旁规则性和形旁透明度,再次发现了不规则汉字的阻碍效应,并且发现透明形旁对口语词汇学习的促进作用。整个研究表明,书面字形在汉语儿童口语词汇学习中具有重要作用,这对今后的教学实践和理论研究都具有重要启示意义。
채용배대련상학습범식,통과2개실험,계통고찰료서면자형재한어저년급인동구어사회학습중적작용。실험일이40명이년급학생위연구대상,공제료가자적형방투명도,조종료성방적규칙성,요구인동분별재규칙자、불규칙자화무자형조건하학습4개신이물체적명칭,결과발현정현불규칙한자조애료인동구어사회적학습;실험이이27명일년급학생위연구대상,채용상동적배대련상학습범식,동시조종료가자적성방규칙성화형방투명도,재차발현료불규칙한자적조애효응,병차발현투명형방대구어사회학습적촉진작용。정개연구표명,서면자형재한어인동구어사회학습중구유중요작용,저대금후적교학실천화이론연구도구유중요계시의의。
Learning new oral vocabulary involves a process of making links between a word＇s pronunciation （phonology） and its meaning （semantics）. Research on alphabetic languages showed orthographic facilitation in children＇s vocabulary learning depending on their knowledge of grapheme-phoneme connections. However, no research has been conducted to investigate whether similar results might be observed in Chinese vocabulary learning and it is not intuitively obvious because Chinese correspondences between orthography and phonology are less transparent. Two experiments were conducted in the present study to address how orthography-phonology congruence and transparency of meaning influence Chinese vocabulary learning. In Experiment 1, 40 second graders were taught to associate 12 spoken monosyllable labels with novel-object pictures over four learning trials. Children learned 4 of the monosyllable-picture pairs with regular opaque pseudo- characters which provided congruent phonetic information but no semantic information of the character, 4 monosyllables with irregular opaque pseud0-characters, and 4 monosyllables without any orthography. Three orthographic types were counterbalanced across monosyllables and pictures to form three sets. Children were randomly assigned to one of the three sets. The results showed poorer recall with incongruent characters than with no orthography or with congruent characters. In Experiment 2, 27 first graders were taught another 12 picture- monosyllable associations with regular pseudo-characters or irregular pseudo-characters or no orthography. Transparency of character is also manipulated. Half of items under each condition are transparent characters which provided useful semantic information of the whole character and the other half are opaque characters which provided misleading cues to the character＇s meaning. Results duplicated the orthographic interference of irregular condition in Experiment 1. Furthermore, the effect of transparency was indicated by better recall with transparent characters than with opaque characters.