汉语作为第二语言中级学习者阅读情境中词汇识别过程及策略个案研究（英文）
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摘要
本研究探究汉语作为第二语言中级学习者在阅读情境中词汇识别的过程及其策略。研究以两名汉语作为第二语言中级学习者为研究参与者,采用有声思维报告和反省报告的方式收集数据,参照Moustakas现象学研究方法中的数据分析步骤、Creswell数据分析三步骤及Bogdon和Biklen发现和编码法分析数据。研究发现,汉语作为第二语言中级学习者在阅读情境中词汇识别的过程包括自动识别词汇,基于上下文、汉字发音、学习者已有知识及单一汉字词义识别词汇,在无法识别词汇时进行回避或再读;汉语作为第二语言中级学习者在阅读情境中词汇识别策略主要包括认知策略和自我调节策略,其中认知策略包括直接转换、翻译、解释、猜测、推断及寻找关键词,自我调节策略包括元认知策略、调节行为策略、调节情感策略及调节动机策略。基于研究结果,本研究建构了汉语作为第二语言中级学习者阅读情境词汇识别策略模型。本研究为汉语作为第二语言词汇习得和教学领域提供了一定的理论与教育启示。
This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language(CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas' data analysis procedure, Creswell's three steps and Bogdon and Biklen's data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners' word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.
This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language(CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas' data analysis procedure, Creswell's three steps and Bogdon and Biklen's data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners' word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.
引文
Alderson, J. C.(2000). Assessing reading. Cambridge:Cambridge University Press.
Bernhardt, E. B.(1991). Reading development in a second language:Theoretical, empirical, and classroom perspectives. Norwood, NJ:Ablex.
Berns,M.(1989)."Second"and"foreign"in second language acquisition/foreign language learning:A sociolinguistic perspective. In B. Vanpatten&J. F. Lee(Eds.), Second language acquisition-foreign language learning(pp.3-11). Philadelphia:Multilingual Matters.
Block, E.(1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3),463-494.
Bogdon, R. C.,&Biklen, S. K.(1992). Qualitative research for education:An introduction to theory and methods. Boston, MA:Allyn&Bacon.
Chen,X. M.(2000).质的研究方法与社会科学研究[Qualitative research in social sciences]. Beijing:Educational Science Publishing House.
Chikamatsu, N.(2006). Developmental word recognition:A study of L1 English readers of L2 Japanese.The Modern Language Journal, 90(1), 67-85.
Coady, J.(1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman&R. R. Jordan(Eds.), Reading in a second language:Hypotheses, organization, and practice(pp. 5-12). Rowley, MA:Newbury House.
Cohen, A. D.,&Macaro, E.(2007). Language learner strategies:Thirty years of research and practice.Oxford:Oxford University Press.
Creswell, J. W.(2007). Qualitative inquiry&research design:Choosing among five traditions. New York:SAGE Publishing.
Davis, J. N.,&Bistodeau, L.(1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. Modern Language Journal, 77(4), 459-472.
Du, W. H.(2000). On reading processes:Strategies of American students of Chinese in Taiwan.Unpublished doctoral dissertation, Taiwan Normal University, Taipei, China.
Ehri,L. C.(2005). Learning to read words:Theory,findings and issues. Scietific Studies of Reading, 9,167-188. doi:10.1207/s1532799xssr0902_4
Ellis, R.(1994). The study of second language acquisition. Oxford, England:Oxford University Press.
Ericsson, K. A.,&Simon, H. A.(1984). Protocol analysis:Verbal reports as data. Cambridge:The MIT press.
Everson, M. E.(1998). Word recognition among learners of Chinese as a foreign language:Investigating the relationship between naming and knowing. The Modern Language Journal, 82(2), 194-204.
Everson, M. E.,&Ke, C.(1997). An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language. Journal of Chinese Language Teachers Association, 32(1),1-20.
Feng,L. P.(2003).中级汉语水中级平外国学生的中文词汇识别规律分析[The analysis of laws in recognition of Chinese words by intermediate foreign learners]. Journal of College of Chinese Language and Culture, Jinan University, 3(5), 26-31, 78.
Huang, Z. C.(2008).标准汉语教程(第二版)(阅读篇Ⅱ)[Course on stanard Chiese(ReadingⅡ)].Beijing:Peking University Press.
Jiang, X.(2000).汉语作为第二语言学习策略初探[A study on Chinese as a second language learning strategy]. Language Teaching and Linguistic Studies,(1), 61-68.
Kida, S.(2016). Automatization and orthographic development in second language visual word recognition. Reading in a Foreign Language, 28(1), 43-62.
Koda, K.(1996). L2 word recognition research:A critical review. Modern Language Journal, 80, 450-460.
LaBontee, R.(2014). Strategies in learning and producing lexical intonation of Mandarin Chinese as a foreign language by English L1 learners. The Asian Conference on Language Learning.
Lee-Thompson, L. C.(2008). An investigation of reading strategies applied by American learners of Chinese as a foreign language. Foreign Language Annals, 41(4), 702-721.
Li,C. H.(2006).汉语作为第二语言的阅读策略研究[A study on Chinese as a second language reading strategy]. Journal of Language and Literature Studies, 9, 150-151.
Luo, S. Q.,&Ma,X. L.(2014).汉语作为第二语言的教学与评价[Chinese as the second language teaching and assessment]. Changsha:Hunan Education Publishing House.
Moustakas, C.(1994). Phenomenological research methods. New York:SAGE Publishing.
Oxford, R. L.(1990). Language learning strategy:What every teacher should know. Boston:Heinle and Heinle.
Oxford, R. L.(2017). Teaching and researching language learning strategies:Self-regulation in context. New York and London:Routledge.
Perfetti, C. A.(1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri,&R.Treiman(Eds.), Reading acquisition(pp.145-174). Hillsdale, NJ:Erlbaum.
Pritchard, R. H.(1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25(4), 273-295.
Qian, Y. L.(2006).韩国学生中文阅读学习策略调查研究[A study on Chinese reading strategies ofSouth Korean students]. Chinese Teaching in the World, 4, 80-88.
Qian,Y. L.(2010).中韩学生中文阅读学习策略比较研究[A comparative study on Chinese reading strategies of Chinese and South Korean students]. TCSOL Studies, 39(3), 42-49, 63.
Su, X. X.,&Kim, Y. S.(2014). Semantic radical knowledge and word recognition in Chinese for Chinese as foreign language learners. Reading in a Foreign Language, 26(1), 131-152.
Sun, Y(1991). Word recognition processes of second language readers of Chinese. Paper presented at the meeting of the International Conference on Second Language Acquisition in the Chinese Context,Hong Kong.
Tseng, W. T., Dornyei, Z.,&Schmitt, N.(2006). A new approach to assessing strategic learning:The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Wen,Q. F.(1996).英语学习策略论[English learning strategy theory]. Shanghai:Shanghai Foreign Language Education Press.
Wolf, M., Vellutino, F.,&Gleason,J. B.(1998). A psycholinguistic account of reading. In J. B. Gleason&N.B. Ratner(Eds.), Psycholinguistics(pp. 409-451). Fort Worth, TX:Harcourt Brace College Publishers.
Yang, L.X.,Wang,S. E.,Chang, H. C.,&Sheng,J.(2013).应用语言学中的质性研究与分析[Qualitative research in applied linguistics]. Beijing:Foreign Language Teaching and Research Press.
Bernhardt, E. B.(1991). Reading development in a second language:Theoretical, empirical, and classroom perspectives. Norwood, NJ:Ablex.
Berns,M.(1989)."Second"and"foreign"in second language acquisition/foreign language learning:A sociolinguistic perspective. In B. Vanpatten&J. F. Lee(Eds.), Second language acquisition-foreign language learning(pp.3-11). Philadelphia:Multilingual Matters.
Block, E.(1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3),463-494.
Bogdon, R. C.,&Biklen, S. K.(1992). Qualitative research for education:An introduction to theory and methods. Boston, MA:Allyn&Bacon.
Chen,X. M.(2000).质的研究方法与社会科学研究[Qualitative research in social sciences]. Beijing:Educational Science Publishing House.
Chikamatsu, N.(2006). Developmental word recognition:A study of L1 English readers of L2 Japanese.The Modern Language Journal, 90(1), 67-85.
Coady, J.(1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman&R. R. Jordan(Eds.), Reading in a second language:Hypotheses, organization, and practice(pp. 5-12). Rowley, MA:Newbury House.
Cohen, A. D.,&Macaro, E.(2007). Language learner strategies:Thirty years of research and practice.Oxford:Oxford University Press.
Creswell, J. W.(2007). Qualitative inquiry&research design:Choosing among five traditions. New York:SAGE Publishing.
Davis, J. N.,&Bistodeau, L.(1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. Modern Language Journal, 77(4), 459-472.
Du, W. H.(2000). On reading processes:Strategies of American students of Chinese in Taiwan.Unpublished doctoral dissertation, Taiwan Normal University, Taipei, China.
Ehri,L. C.(2005). Learning to read words:Theory,findings and issues. Scietific Studies of Reading, 9,167-188. doi:10.1207/s1532799xssr0902_4
Ellis, R.(1994). The study of second language acquisition. Oxford, England:Oxford University Press.
Ericsson, K. A.,&Simon, H. A.(1984). Protocol analysis:Verbal reports as data. Cambridge:The MIT press.
Everson, M. E.(1998). Word recognition among learners of Chinese as a foreign language:Investigating the relationship between naming and knowing. The Modern Language Journal, 82(2), 194-204.
Everson, M. E.,&Ke, C.(1997). An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language. Journal of Chinese Language Teachers Association, 32(1),1-20.
Feng,L. P.(2003).中级汉语水中级平外国学生的中文词汇识别规律分析[The analysis of laws in recognition of Chinese words by intermediate foreign learners]. Journal of College of Chinese Language and Culture, Jinan University, 3(5), 26-31, 78.
Huang, Z. C.(2008).标准汉语教程(第二版)(阅读篇Ⅱ)[Course on stanard Chiese(ReadingⅡ)].Beijing:Peking University Press.
Jiang, X.(2000).汉语作为第二语言学习策略初探[A study on Chinese as a second language learning strategy]. Language Teaching and Linguistic Studies,(1), 61-68.
Kida, S.(2016). Automatization and orthographic development in second language visual word recognition. Reading in a Foreign Language, 28(1), 43-62.
Koda, K.(1996). L2 word recognition research:A critical review. Modern Language Journal, 80, 450-460.
LaBontee, R.(2014). Strategies in learning and producing lexical intonation of Mandarin Chinese as a foreign language by English L1 learners. The Asian Conference on Language Learning.
Lee-Thompson, L. C.(2008). An investigation of reading strategies applied by American learners of Chinese as a foreign language. Foreign Language Annals, 41(4), 702-721.
Li,C. H.(2006).汉语作为第二语言的阅读策略研究[A study on Chinese as a second language reading strategy]. Journal of Language and Literature Studies, 9, 150-151.
Luo, S. Q.,&Ma,X. L.(2014).汉语作为第二语言的教学与评价[Chinese as the second language teaching and assessment]. Changsha:Hunan Education Publishing House.
Moustakas, C.(1994). Phenomenological research methods. New York:SAGE Publishing.
Oxford, R. L.(1990). Language learning strategy:What every teacher should know. Boston:Heinle and Heinle.
Oxford, R. L.(2017). Teaching and researching language learning strategies:Self-regulation in context. New York and London:Routledge.
Perfetti, C. A.(1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri,&R.Treiman(Eds.), Reading acquisition(pp.145-174). Hillsdale, NJ:Erlbaum.
Pritchard, R. H.(1990). The effects of cultural schemata on reading processing strategies. Reading Research Quarterly, 25(4), 273-295.
Qian, Y. L.(2006).韩国学生中文阅读学习策略调查研究[A study on Chinese reading strategies ofSouth Korean students]. Chinese Teaching in the World, 4, 80-88.
Qian,Y. L.(2010).中韩学生中文阅读学习策略比较研究[A comparative study on Chinese reading strategies of Chinese and South Korean students]. TCSOL Studies, 39(3), 42-49, 63.
Su, X. X.,&Kim, Y. S.(2014). Semantic radical knowledge and word recognition in Chinese for Chinese as foreign language learners. Reading in a Foreign Language, 26(1), 131-152.
Sun, Y(1991). Word recognition processes of second language readers of Chinese. Paper presented at the meeting of the International Conference on Second Language Acquisition in the Chinese Context,Hong Kong.
Tseng, W. T., Dornyei, Z.,&Schmitt, N.(2006). A new approach to assessing strategic learning:The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Wen,Q. F.(1996).英语学习策略论[English learning strategy theory]. Shanghai:Shanghai Foreign Language Education Press.
Wolf, M., Vellutino, F.,&Gleason,J. B.(1998). A psycholinguistic account of reading. In J. B. Gleason&N.B. Ratner(Eds.), Psycholinguistics(pp. 409-451). Fort Worth, TX:Harcourt Brace College Publishers.
Yang, L.X.,Wang,S. E.,Chang, H. C.,&Sheng,J.(2013).应用语言学中的质性研究与分析[Qualitative research in applied linguistics]. Beijing:Foreign Language Teaching and Research Press.
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