Publication: 泰国学习者形义字构形意识发展研究—以会意字为例
Submitted Date
Received Date
Accepted Date
Issued Date
2022
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
cn
File Type
No. of Pages/File Size
ISBN
ISSN
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
中国语言文化学刊
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University
วารสารวิชาการภาษาและวัฒนธรรมจีน มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ
Journal of Chinese Language and Culture, Huachiew Chalermprakiet University
วารสารวิชาการภาษาและวัฒนธรรมจีน มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ
Volume
9
Issue
1
Edition
Start Page
111
End Page
124
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
泰国学习者形义字构形意识发展研究—以会意字为例
Alternative Title(s)
The Study of Orthographic Awareness Development of Thai Students on Picto-Semantic Characters: A Case Study of Associative Characters
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
本研宄针对考察泰国学习者形义字构形意识的发展，并以会意字作为形义字的代表。研宄结果显示在高频字的水平上，初级和中级水平的泰国学习者会意字习得的过程是从局部到整宁和从整体到局部的加工，即自下而上和自上而下的加工。但是在低频字的水平上，两个水平的学习者会意字习得的过程是从局部到整字的加工，即自下而上的加工。此外，研究结果还发现在低频字的水平上，成字松件对初级学习者认知加工更有优热，但是对于中级水平学习者来说，两种构件之间的作用没有显著的差异。可以说泰国学习者从初级学习阶段就对成字构件和非成字构件具有一定的知识，并且能运用两种构件的表意特点来提取会意字的意义。尤其是成字构件，其夫意特点能让初级学习者易王提取低频会意字的章义。
This study aims to investigate the orthographic awareness development of Thai students on picto-semantic characters, and the associative characters were used as the representative of picto-semantic characters. The result shows that elementary and intermediate students used both bottom-up and top- down model in learning high frequency associative characters, but both levels of students more rely on bottom-up model in learning low frequency associative characters. Moreover, the result shows that the formation components are more beneficial for elementary students in learning low frequency associative characters. However, for intermediate students, both formation and non-formation components have the same effect on their learnings. It can be concluded that Thai students have a certain degree of knowledge about formation and non-formation components since the beginning of their Chinese character learnings. Moreover, students also can use the ideographic features of each kind of components to access to the meanings of associative characters, especially in low frequency associative characters, the ideographic features of formation components seem to be more beneficial for the elementary students.
This study aims to investigate the orthographic awareness development of Thai students on picto-semantic characters, and the associative characters were used as the representative of picto-semantic characters. The result shows that elementary and intermediate students used both bottom-up and top- down model in learning high frequency associative characters, but both levels of students more rely on bottom-up model in learning low frequency associative characters. Moreover, the result shows that the formation components are more beneficial for elementary students in learning low frequency associative characters. However, for intermediate students, both formation and non-formation components have the same effect on their learnings. It can be concluded that Thai students have a certain degree of knowledge about formation and non-formation components since the beginning of their Chinese character learnings. Moreover, students also can use the ideographic features of each kind of components to access to the meanings of associative characters, especially in low frequency associative characters, the ideographic features of formation components seem to be more beneficial for the elementary students.