篇名 | 拼音拼寫在中文作為外語自我教學中重要嗎? |
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卷期 | 21:1 |
並列篇名 | Does Pinyin Spelling Matter in Self-Teaching in Chinese as a Foreign Language? |
作者 | 柯思慧 |
頁次 | 039-070 |
關鍵字 | 中文 、 外語 、 自我教學 、 拼音 、 詞義推斷 、 Chinese 、 foreign language 、 Pinyin spelling 、 self-teaching 、 word meaning inferencing 、 THCI |
出刊日期 | 202403 |
拼音在中文作為外語的教學和學習中是否產生作用,目前學界仍存在著爭議。本研究試圖研究拼音拼寫與母語為非拼音文字的中文學習者,詞義推斷之間的關聯。54名日語為母語的大學一年級中文學習者完成了一次測試,包括五項任務,分別是拼音拼寫、聲旁知識、部首知識、單字詞義推斷和情境化多字詞義推斷。根據相關性和迴歸分析的結果,本研究有三個主要發現:(1)拼音拼寫與單字詞義推斷準確度顯著相關,且超過了與聲旁和部首知識的關聯性。(2)部首知識與情境化多字詞義推斷準確度是直接相關。(3)拼音拼寫通過單字詞義推斷,間接影響情境化多字詞義推斷準確度。結果表明,對於母語為非拼音文字的中文外語學習者而言,拼音拼寫在他們的自我教學過程中產生重要的作用。
To date, the utility of Pinyin in teaching and learning Chinese as a foreign language (CFL) is still under debate. This study sought to enhance the understanding of Pinyin's role in CFL self-teaching by investigating the association of Pinyin spelling with word meaning inference among non-alphabetic L1 CFL learners. Fifty-four Japanese-speaking university first-year CFL learners completed one test consisting of five paper-and-pencil tasks, including Pinyin spelling, phonetic radical knowledge, semantic radical knowledge, single-character word meaning inferencing, and contextualized multi-character word meaning inferencing. Correlation and regression analyses yielded three major findings: (1) Pinyin spelling was significantly related to single-character word meaning inferencing, over and above phonetic and semantic radical knowledge. (2) Semantic radical knowledge was directly related to contextualized multi-character word inferencing. (3) Pinyin spelling was indirectly related to contextualized multi-character word inferencing via single-character word meaning inferencing. The results suggested that Pinyin spelling does matter in CFL self-teaching, even for non-alphabetic CFL learners.