词切分对高级阶段汉语二语者阅读影响的实验研究

发布时间：2018-07-13 09:21

【摘要】：汉语书面文本不实行分词连写的方式,分词连写的书面形式是否会对汉语作为第二语言学习者的阅读产生影响?研究者以高级阶段汉语二语者作为被试,采用量化研究的方法,通过三组实验来进行词切分对被试汉语句子和语篇阅读的影响研究。实验一采用2×2×2三因素完全被试内设计。自变量分别是词边界条件、句子长度和句子难度,因变量为句子阅读反应时。实验结果表明,词边界条件、句子长度和句子难度的主效应显著,但是自变量间的二维和三维交互作用不显著。实验二采用单因素被试内设计。自变量是链长,因变量是被试歧义字段切分错误数。实验结果表明,切分歧义句的链长主效应显著。实验三采用2×2双因素被试内设计。自变量分别是词边界条件和语篇长度,因变量是被试阅读理解答题错误数。实验结果表明,词边界条件和语篇长度的主效应均不显著,自变量间的二维交互作用也不显著。根据实验结果,本研究初步建构出了ITARO阅读模型,并指出了字词结合、关注专名和熟语、联系语体、注重组合规则、考虑语义和语境等的高级阶段汉语词汇教学策略。
[Abstract]:The Chinese written text does not carry out the participle continuous writing. Will the written form of the participle have an impact on the reading of Chinese as a second language learner? The researchers studied the effects of word segmentation on Chinese sentence and discourse reading by using three groups of experiments using advanced stage Chinese second language learners as subjects. Experiment 1 was designed with 2 脳 2 脳 2 three factors. Independent variables are word boundary conditions, sentence length and sentence difficulty, and dependent variables are sentence reading reaction time. The experimental results show that the main effects of word boundary conditions, sentence length and sentence difficulty are significant, but the two and three dimensional interactions between independent variables are not significant. Experiment 2 was designed by single factor. The independent variable is the chain length and the dependent variable is the number of segmentation errors in the ambiguous field. The experimental results show that the main effect of chain length is significant. Experiment 3 was designed with 2 脳 2 double factors. Independent variables are word boundary conditions and text length, and dependent variables are the number of errors in reading comprehension. The experimental results show that the main effects of word boundary conditions and text length are not significant, and the two-dimensional interaction between independent variables is not significant. Based on the experimental results, this study constructs a preliminary ITARO reading model, and points out the strategies of Chinese vocabulary teaching in advanced stages, such as word combination, attention to proper names and idioms, contact style, combination rules, semantic and contextual considerations, and so on.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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