CSL中级日本学生读写认知关系研究

发布时间：2018-06-03 13:35

本文选题：汉语作为二语 + 日本学生　；参考：《华东师范大学》2013年硕士论文

【摘要】：关注第二语言输入和输出两方面,才能够了解如何输入才会促成有效输出。本研究旨在探讨,以汉语为第二语言(以下简称CSL:Chinese as a Second Language)的日本学生,在中级阶段汉语阅读与写作两方面的认知关系。即他们是主要依靠汉语(汉字)语音还是依靠形体进行阅读(输入)和写作(输出)的问题。假如输入和输出都要依靠相同的汉字因素就保持了平衡,但两者各自依靠不同因素就失去了平衡。本文研究这种输入和输出的关系,旨在帮助日本学生进行更流畅的汉语输出。首先,本文根据日语文字形态、日本儿童的习得母语文字情况、以日语为母语者的文字认知,分析以日语为母语者的当用汉字认知方式。这种认知方式是,在认读方面倾向依靠汉字形体,在书写方面则倾向依靠语音。我们在此发现,他们输入和输出的关系是不平衡的。依此我们能够推论出CSL日本学生汉语汉字的认知方式。其次,本文采用问卷调查法和访谈法,调查CSL日本学生汉语阅读和写作的认知方式。在汉语阅读方面,本文依据前人研究的成果进一步揭示CSL日本学生输入汉语语音的实际情况；在汉语写作方面,本文将揭示他们主要是依靠汉语语音亦或是依靠汉字形体进行写作的。再次,本文分析CSL日本学生汉语阅读和写作认知的心理过程,并拟构建了日本学生汉语写作的认知模型。研究结果表明,在汉语阅读方面,他们具有依靠汉字形体了解字义的认知倾向,会区分“学习状态”与“非学习状态”,并根据两种不同情况使用不同的阅读方法,这决定了输入汉语语音信息的份量。在汉语写作方面,本文发现,日本学生基本依靠汉语语音写作汉语,但有时会出现依靠汉字形体书写汉字的认知方式。这是因为一些因素促使他们采用日语思维(诸如要写的汉字是否学过、汉日词语形体是否近似等因素),并发生迁移使日本学生转而使用日语中的当用汉字。最后,本文讨论CSL日本学生汉语阅读与写作的认知关系是否平衡的问题。日本学生显示出阅读方面依靠字形,写作方面依靠语音的基本不平衡的认知关系。这与他们母语当用汉字的认知方式基本相同。依据这种认知方式,我们将探讨在教学和自学情境下符合日本学生特点的汉语学习策略,以便提高学习效率。
[Abstract]:Focus on both input and output to understand how input leads to effective output. The purpose of this study is to explore the cognitive relationship between Chinese reading and writing in Japanese students with Chinese as a second language (hereinafter referred to as CSL:Chinese as a Second Language). That is, whether they mainly rely on Chinese pronunciation or form for reading (input) and writing (output). If the input and output must depend on the same Chinese character factors to maintain the balance, but the two rely on different factors to lose the balance. The purpose of this paper is to help Japanese students to export Chinese more fluently. Firstly, according to the morphology of Japanese characters, the acquisition of native language by Japanese children, and the cognition of Japanese native speakers, this paper analyzes the cognitive style of Japanese native speakers of Chinese characters. In this way, the recognition tends to rely on the form of Chinese characters, and in writing, it tends to rely on pronunciation. We find here that the relationship between their input and output is unbalanced. Based on this, we can infer the cognitive style of Chinese characters among CSL Japanese students. Secondly, this paper investigates the cognitive styles of Chinese reading and writing of CSL Japanese students by means of questionnaire and interview. In the aspect of Chinese reading, based on the achievements of previous studies, this paper further reveals the actual situation of CSL Japanese students' input of Chinese pronunciation, and in the aspect of Chinese writing, This paper will show that they mainly rely on Chinese pronunciation or Chinese characters to write. Thirdly, this paper analyzes the psychological process of Chinese reading and writing cognition of CSL Japanese students, and constructs a cognitive model of Japanese students' Chinese writing. The results show that, in the aspect of Chinese reading, they have the cognitive tendency to rely on Chinese characters to understand the meaning of their characters, and they will distinguish between "learning state" and "non-learning state", and use different reading methods according to two different situations. This determines the amount of input of Chinese phonetic information. In the aspect of Chinese writing, this paper finds that Japanese students basically rely on Chinese pronunciation to write Chinese, but sometimes the cognitive style of writing Chinese characters depends on the form of Chinese characters. This is because a number of factors have prompted them to adopt Japanese thinking (such as whether the Chinese characters to be written have been learned or whether the Chinese and Japanese words are similar in shape etc.) and the transfer has led Japanese students to use the proper Chinese characters in Japanese. Finally, this paper discusses whether the cognitive relationship between Chinese reading and writing among CSL Japanese students is balanced. Japanese students show that reading depends on glyph and writing depends on basic unbalanced cognitive relationship of pronunciation. This is basically the same as their native language when using Chinese characters cognitive style. According to this cognitive style, we will explore Chinese learning strategies in accordance with the characteristics of Japanese students in the context of teaching and self-study in order to improve learning efficiency.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

【参考文献】