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分词连写汉字文本对新加坡小学生阅读效率个案研究 (A case study on the effectiveness of Chinese text segmentation on reading efficiency of primary school students in Singapore)
Author
Tan, Pek Sun
Supervisor
Shao, Hongliang
Li, Jia
Lim, Seok Lai
Abstract
随着汉语不断朝国际化推广与发展,世界各地对汉语的教学与研究也随之迅猛发展。近年来,受到汉语语言学界重视的一个研究热点,便是中文分词连写的课题。
汉字作为汉语的书面语码,它的特质使其能够有别于西文,文本可以不需要以分词连写的形式呈现。但是近年来,随着中文信息处理的迅速发展,有较多的人赞成分词连写,也有学者认为采用分词连写有助于汉语拼音教学和阅读教学。但是,究竟汉语文本实行分词连写的好处是否值得加以推广,一切都有待语言学者做深入研究与探讨。
目前,比较普遍的观点认为,汉字文本采用分词连写有助于提高汉语学习者(特别是外语或第二语言学习者)的阅读效率。但这一结论尚缺乏实验基础。此外,中国官方颁布的《汉语拼音正词法基本规则》(简称《正词法》)规定用《汉语拼音方案》拼写现代汉语时,采用分词连写的方法。然而,对于“正词法”中的“词”到底应该以词汇词和语法词作为分词的标准,还是以语音形式和实际语感作为标准(即“连说就连写”),目前汉语学界的争议仍然很大。因此,本文以新加坡小学生为对象,通过实验研究,统计分析三种不同形式的汉字文本,即非分词文本、依据《正词法》分词并根据实际连读形式加以修订后的文本,以及纯粹依据《正词法》分词的文本,探讨各种不同形式汉字文本对学习者阅读效率的影响。
我们相信,有了实验的调查结果作依据,将更利于我们在学校里实践与推广采用分词连写汉字文本来进行阅读教学。同时,我们也希望能凭借调查所得的结论,给予教师和教材的编写者一些借鉴或启发。
总的来说,无论是在新加坡还是世界各地学习汉语的地方,都不乏针对汉语分词连写课题的研究与讨论。这对于推动汉字文本乃至汉语文教学的国际化,都具有极为重要的意义。
汉字作为汉语的书面语码,它的特质使其能够有别于西文,文本可以不需要以分词连写的形式呈现。但是近年来,随着中文信息处理的迅速发展,有较多的人赞成分词连写,也有学者认为采用分词连写有助于汉语拼音教学和阅读教学。但是,究竟汉语文本实行分词连写的好处是否值得加以推广,一切都有待语言学者做深入研究与探讨。
目前,比较普遍的观点认为,汉字文本采用分词连写有助于提高汉语学习者(特别是外语或第二语言学习者)的阅读效率。但这一结论尚缺乏实验基础。此外,中国官方颁布的《汉语拼音正词法基本规则》(简称《正词法》)规定用《汉语拼音方案》拼写现代汉语时,采用分词连写的方法。然而,对于“正词法”中的“词”到底应该以词汇词和语法词作为分词的标准,还是以语音形式和实际语感作为标准(即“连说就连写”),目前汉语学界的争议仍然很大。因此,本文以新加坡小学生为对象,通过实验研究,统计分析三种不同形式的汉字文本,即非分词文本、依据《正词法》分词并根据实际连读形式加以修订后的文本,以及纯粹依据《正词法》分词的文本,探讨各种不同形式汉字文本对学习者阅读效率的影响。
我们相信,有了实验的调查结果作依据,将更利于我们在学校里实践与推广采用分词连写汉字文本来进行阅读教学。同时,我们也希望能凭借调查所得的结论,给予教师和教材的编写者一些借鉴或启发。
总的来说,无论是在新加坡还是世界各地学习汉语的地方,都不乏针对汉语分词连写课题的研究与讨论。这对于推动汉字文本乃至汉语文教学的国际化,都具有极为重要的意义。
Unlike the English texts which are segmented according to words, the Chinese written texts usually do not apply the Link-Writing for Word Segmentation (LWWS) principle. This is basically due to the uniqueness of Chinese characters. Each Chinese character has a meaning on its own and it can be read and understood even when they are all joined together to form a passage. However, the Basic rules for Hanyu Pinyin Orthography promulgated by the State Education Committee in China stipulate the application of LWWS principle when using the Chinese Phonetic Alphabet to represent contemporary Chinese.
In recent years, researchers in the field of Teaching Chinese as a Foreign Language have displayed greater interest looking into the relationship between LWWS and efficiency in reading comprehension. At present, a common viewpoint is that there is a positive relationship between the LWWS and reading comprehension in terms of both speed and accuracy. However, there is still lack of empirical investigations to verify this. As such, this MA research project takes an empirical approach to investigate the impact of LWWS character texts on reading comprehension of primary school students in Singapore. Three types of Chinese written texts namely, the non-segmented text, and two types of segmented texts based on different LWWS principles applied were designed to investigate the effectiveness of LWWS principle of Chinese written texts by comparing its findings between the lower primary students and the upper primary students. Further, the testing was conducted for both oral reading and written comprehension.
On the whole, the study aims to contribute to knowledge in this field as well as to the teaching of Chinese Language in schools in future.
In recent years, researchers in the field of Teaching Chinese as a Foreign Language have displayed greater interest looking into the relationship between LWWS and efficiency in reading comprehension. At present, a common viewpoint is that there is a positive relationship between the LWWS and reading comprehension in terms of both speed and accuracy. However, there is still lack of empirical investigations to verify this. As such, this MA research project takes an empirical approach to investigate the impact of LWWS character texts on reading comprehension of primary school students in Singapore. Three types of Chinese written texts namely, the non-segmented text, and two types of segmented texts based on different LWWS principles applied were designed to investigate the effectiveness of LWWS principle of Chinese written texts by comparing its findings between the lower primary students and the upper primary students. Further, the testing was conducted for both oral reading and written comprehension.
On the whole, the study aims to contribute to knowledge in this field as well as to the teaching of Chinese Language in schools in future.
Date Issued
2016
Call Number
LB1525.77 T36
Date Submitted
2016