1、非漢字背景留學(xué)生漢字習(xí)得研究語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)專業(yè)博士生：李蕊指導(dǎo)教師：周小兵教授摘 要本文研究的是非漢字背景留學(xué)生的漢字習(xí)得問(wèn)題。采用二語(yǔ)習(xí)得研究常用的偏誤分析、調(diào)查、訪談、實(shí)驗(yàn)等多種研究方法，得出了一些有關(guān)留學(xué)生漢字習(xí)得方面的推論性研究成果。在此基礎(chǔ)上提出了有關(guān)漢字教學(xué)的設(shè)想。以期直接指導(dǎo)對(duì)外漢字教學(xué)，并進(jìn)一步推動(dòng)漢語(yǔ)作為第二語(yǔ)言習(xí)得的理論建構(gòu)。 全文共有八個(gè)部分：“引言”闡明選題的意義，說(shuō)明研究目的，介紹研究方法，并界定研究的范圍。第一章對(duì)留學(xué)生漢字習(xí)得方面的有關(guān)文獻(xiàn)進(jìn)行綜述。第二章是大綱分析：對(duì)目前最新的教學(xué)大綱中所收形聲字的表音、表義狀況進(jìn)行了詳細(xì)的描寫分析，提供直接的教學(xué)參考，也為

2、本文的其他研究做鋪墊。第三章以二語(yǔ)習(xí)得的“中介語(yǔ)理論”為背景，通過(guò)偏誤分析，來(lái)探討留學(xué)生習(xí)得漢字的一般發(fā)展過(guò)程，對(duì)各種能力發(fā)展起來(lái)的關(guān)鍵時(shí)期有比較詳細(xì)的描寫。第四章設(shè)計(jì)了四個(gè)以“紙筆測(cè)試”為主要形式的實(shí)驗(yàn)，分別考察留學(xué)生的形聲字形旁、聲旁意識(shí)發(fā)展的過(guò)程，以及不同水平的學(xué)習(xí)者對(duì)不同結(jié)構(gòu)類型漢字的習(xí)得情況。第五章是一個(gè)有關(guān)學(xué)習(xí)策略的“介入性研究”。用實(shí)驗(yàn)方法，考察學(xué)習(xí)策略培訓(xùn)對(duì)學(xué)生漢字成績(jī)的影響。第六章在上面研究的基礎(chǔ)上，針對(duì)各階段學(xué)習(xí)者的特點(diǎn)，提出了比較合理的教學(xué)設(shè)想，并對(duì)教學(xué)中如何運(yùn)用現(xiàn)代和傳統(tǒng)文字學(xué)理論進(jìn)行了反思。結(jié)語(yǔ)部分總結(jié)論文的創(chuàng)新點(diǎn)以及不足之處，提出進(jìn)一步研究的方向。主要結(jié)論如下：1、

3、第一學(xué)期早期，學(xué)習(xí)者對(duì)漢字的了解處于“混沌”狀態(tài)，學(xué)習(xí)一兩個(gè)月后部件意識(shí)開始形成并不斷發(fā)展。2、在閱讀任務(wù)中，留學(xué)生在中級(jí)1階段上（第三學(xué)期），逐漸發(fā)展起比較自動(dòng)化的形旁意識(shí)，到中級(jí)2階段時(shí)（第四個(gè)學(xué)期），形旁意識(shí)完全達(dá)到自動(dòng)化程度。3、在字形輸出任務(wù)中，留學(xué)生對(duì)聲旁的利用率很高；但是對(duì)形旁掌握得不好，“同聲旁字”之間容易混淆，因而“同聲旁字”之間形旁的差異，是學(xué)習(xí)者掌握的難點(diǎn)。4、輸出任務(wù)中，從中級(jí)1階段開始，留學(xué)生表現(xiàn)出比較明顯的“聲旁規(guī)則性意識(shí)”；在接近中級(jí)2階段時(shí)開始表現(xiàn)出明顯的“聲旁一致性意識(shí)”。5、半包圍結(jié)構(gòu)，尤其是像“越”、“毯”之類的“左下半包圍”是留學(xué)生掌握的難點(diǎn)。6、適時(shí)地

4、進(jìn)行“學(xué)習(xí)策略培訓(xùn)”有利于留學(xué)生漢字成績(jī)的提高。7、從學(xué)習(xí)者的角度來(lái)看，對(duì)外漢字教學(xué)在運(yùn)用現(xiàn)代文字學(xué)理論的同時(shí)，不能忽視傳統(tǒng)文字學(xué)的利用價(jià)值。另外，本文的附錄列出了大綱分析的部分成果，對(duì)教學(xué)設(shè)計(jì)、教材編寫有一定參考價(jià)值。關(guān)鍵詞：對(duì)外漢語(yǔ)教學(xué) 漢字習(xí)得 教學(xué)設(shè)想 A Study on the Acquisition Process of Chinese Characters Evidence fromCSL learners with Alphabetic Language BackgroundLinguistic and Applied LinguisticName: Li Rui Super

5、visor: Professor Zhou XiaobingABSTRACTThis dissertation studies the acquisition process of Chinese Characters by learners with alphabetic languages as L1. By means of the commonly used SLA research methods such as error analysis, survey, interview and experiments, it comes to some inferential conclu

6、sions concerning Character acquisition in terms of the CSL (Chinese as Second Language) learners. Pedagogical ideas on future instruction are thus proposed on this basis, with an aim to provide direct guidance on the teaching and learning of Chinese Characters, and further promote the theoretical co

7、nstruction of Second Language Acquisition in Chinese. The dissertation consists of eight parts: The “Introduction” states the significance of this subject, clarifies the research purposes, introduces the research methods and defines the scope of the study. In Chapter 1 a comprehensive review of past

8、 research on Character acquisition of CSL learners is given. Chapter 2 is an analysis of syllabuses, it gives a detailed descriptive study on the phonetic representation and meaning representation of all the pictophonetic Characters that are included in the currently used syllabuses, thus it can ser

9、ve as a direct reference for Character instruction and at the same time laid the foundation for the following parts of the present study. Chapter 3 investigates the general developmental process of Character acquisition of CSL learners in terms of Interlanguage Theory and Error Analysis, and provide

10、s a detailed description on the critical periods for the development of different skills. In Chapter 4 four experiments in the form of “paper-and-pen tests” are designed, aiming to examine the development of CSL learners consciousness of the meaning radicals, pronunciation radicals and different str

11、uctures of Chinese Characters respectively. In Chapter 5 an “intervening experiment” is conducted, which mainly investigates the influence that strategy training has on the learners performance in terms of Character writing. On the basis of the research above, Chapter 6 proposes some feasible pedago

12、gical ideas, and reflects on the application of contemporary as well as traditional orthographical theories. The last part of the dissertation, the “Final Comments”, gives a summary about the innovativeness and limitations of the present study and provides suggestions for further research. The main

13、conclusions are as follows:1. At the initial stage of the first semester, the learners are quite confused about the Chinese Characters, but after one or two months their consciousness of the different components of Chinese Characters begins to form and develop. 2. On reading tasks, CSL learners at l

14、ower intermediate level (in their third semester) begin to achieve relatively automatic consciousness of the meaning radicals, which become fully automated in the fourth semester when they attain upper intermediate level.3. On Character writing tasks, CSL learners tend to make full use of the pronun

15、ciation radicals but inadequate use of the meaning radicals. Characters with the same pronunciation radical are found confusing to them, thus the difficulty of learning Chinese Characters lies in the difference of meaning radicals for those words that have the same pronunciation radical.4. Character

16、 writing tasks show that learners from the lower intermediate level start to demonstrate quite obvious consciousness of the regularity of pronunciation radicals, and they begin to show obvious consciousness of the conformity of pronunciation radicals when they are approaching the upper intermediate

17、level.5. Chinese Characters with half-enclosed structure, especially those that are enclosed at the bottom left corner (and left open at the other side) like “越” and “毯”, are found most difficult for the CSL learners. 6. Timely training on learning strategies is proved helpful for improved performan

18、ce on Chinese Character writing.7. In terms of learner-centered instruction, we shouldnt ignore the benefits of traditional orthographical theories while we take advantage of the contemporary orthographical studies.In addition, the appendix of this dissertation lists some of the results from the analysis of the syllabu