A Survey on the Use of Pictophonetic Characters by Foreign Students_英语论文

摘要

近年来，在 “一带一路”政策的指引下，中华文化的对外传播成果丰硕。越来越多的外国人开始对我们的民族文化产生兴趣，并学习汉语。汉字是汉语学习的关键，也是汉语学习的困难之所在，这在母语为拼音文字的学生群体中尤其突出。汉字中形声字的比例最大，且形声字规律性较强。形声字组成规则及特点的掌握对其学习乃至汉字学习都至关重要。本文以驻华留学生为例，采用问卷形式，对外国学生的汉语形声字使用情况进行了调查。调查的内容包括被试的国籍、是否知晓形声字、能否运用形声字的特点推测陌生汉字的读音和含义以及对形声字教学方式的期望。

调查发现，大多数外国留学生对形声字有了初步的认识，但缺乏形旁和声旁意识。被试基本能辨别出不同汉字的相同声旁，但很难区分声旁相同读音不同的汉字。被试根据汉字形旁推测含义的能力普遍较弱。对于形声字的教学方式，被试更愿意选择常规课程或兴趣课程。基于此，笔者对二语习得者以及对外汉语教学提出了一些建议。

关键词：留学生；形声字；形旁；声旁

Abstract

In recent years, under the guidance of "one belt and one way" policy, Chinese culture has achieved fruitful results in its external communication. More and more foreigners are becoming interested in Chinese culture and learning Chinese. Chinese characters are the key to Chinese learning, and also the most difficult part of Chinese learning, which is particularly prominent among the students whose mother tongue is orthography. The proportion of pictophonetic characters in Chinese characters is the largest, and the regularity of pictophonetic characters is strong. It is very important for foreigners to master the rules and characteristics of the formation of pictophonetic characters. Taking overseas students in China as an example, this paper investigates the use of Chinese pictophonetic characters by foreign students in the form of questionnaires. The contents of the survey include participants’ nationality, whether they know pictophonetic characters, whether they can use the characteristics of pictophonetic characters to infer the pronunciation and meaning of unfamiliar Chinese characters, and their expectations for the teaching methods of pictophonetic characters.

The survey found that most foreign students have a preliminary understanding of pictophonetic characters, but lack the awareness of pictophonetic characters. Participants can distinguish the same phonetic side of different Chinese characters, but it is difficult to distinguish Chinese characters with the same phonetic elements but different pronunciations. Participants' ability to infer meanings from the side of Chinese characters is generally weak. With regard to the teaching methods of pictophonetic characters, participants prefer to choose regular courses or interest courses. Based on this, the author puts forward some suggestions for second language learners and teaching Chinese as a foreign language.

Key words: foreign students, pictophonetic characters, semantic radical , phonetic element

Contents

ACKNOWLEDGEMENTS i

ABSTRACT ii

摘 要 1

Chapter One  INTRODUCTION 3

1. 1 Research Background 3

1. 2 Significance of Research 4

1. 3 Outline of the Thesis 4

Chapter Two  LITERATURE REVIEW 5

2. 1  Introduction of Chinese Pictophonetic Characters 5

2. 1. 1 Chinese Characters 5

2. 1. 2 Pictophonetic characters 6

2. 2 Research on Second Language Learning of Chinese Pictophonetic Characters 7

Chapter Three  RESEARCH DESIGN 10

3. 1 Participants 10

3. 2 Questionnaire Design 10

3. 3 Investigation Procedure 12

Chapter Four  RESULTS AND DISCUSSION 14

4.1 Data Analysis 14

4. 2 Awareness of Semantic Radicals 15

4. 3 Awareness of Phonetic Elements 16

4. 4 Pedegogical Implications 17

Chapter Five  CONCLUSION 19

REFERENCES 21

APPENDIX I 22

APPENDIX II 26