本文旨在通過漢字學習的心理實驗，進一步探討多媒體漢字呈現及學習者的語言文字背景對第二語言學習者漢字辨識及習得的影響。實驗選擇一百二十名學過一年至四年華語的美國大學生作為被試，其母語背景均為英語。實驗採用三種電腦多媒體形式分別向三組不同程度的被試呈現36個漢字的信息。第一種呈現突出漢字的部件組合，第二組突出漢字的筆順排列，第三種突出漢字的發音。在多媒體漢字呈現結束後，實驗隨即對被試進行36個漢字的記憶測驗。實驗結果証實，在漢字學習上，多媒體漢字部件的呈現最為有效，其次是筆順，最後是發音。此外，本實驗還發現除了電腦多媒體效應外，漢字學習成功的關鍵還與三個因素有關：第一、華語學習者能否有意識地使用與母語不同的語言策略；第二、所學目標語言的時間長短；最後，對所學語言的書寫系統之規律性的敏感度。

The present study reports the findings concerning the effects of multimedia and processing experience on Chinese character recognition. One hundred twenty English speaking university students who were L2 learners of Chinese performed a recall task on 36 Chinese characters displayed on a computer with three types of multimedia presentations, focusing on word formation rules (radicals), character stroke sequences, and pronunciation (Pinyin). The results indicate that participants who worked with the radical presentation performed best, and the performance of those who worked with the stroke presentation was in turn better than those working with the Pinyin presentation. The experiment found that in addition to effective multimedia, three critical factors contribute to the success of Chinese character recognition: (a) L2 processing strategies which are different from L1, (b) increased overall L2 linguistic knowledge, especially orthographic knowledge of Chinese radicals and strokes, and finally (c) metalinguistic awareness, i.e. sensitivity to orthographic regularity.