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研究生： 羅佳琪
Luo, Jia-Qi
論文名稱： 中文漢字對日語漢字解讀的影響
The Influence of L1 Chinese Characters on the Interpretation of Japanese Kanji
指導教授： 陳純音
Chen, Chun-Yin
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2015
畢業學年度： 103
語文別： 英文
論文頁數： 104
中文關鍵詞： 第一語言遷移 、漢字 、字形 、字義 、難易次序 、題型效應
英文關鍵詞： L1 transfer, kanji characters, form, meaning, difficulty order, task effects
論文種類： 學術論文
相關次數： 點閱：146  下載：24 
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    • 本研究旨在探討以中文為母語的日語學習者對日文漢字形義之第二語言解讀情形，主要研究的議題包括第一語言遷移現象、漢字形上的對應、漢字意義上的對應、難易次序、題型效應以及日語能力對漢字解讀的影響。本研究採用兩個實驗題型：漢字圖示對應題與漢字文句對應題，試題皆以選擇題的形式呈現。受試者為七十二位以中文為母語的日語系學生以及二十四位日語母語人士，日語系學生依其日語標準化測驗，分為初、中、高三組。
    首先，研究發現，受試者在解讀日語漢字時受到第一語言遷移的影響。在形上，受試者的表現在同形與半同形上比異形表現要來得好，此結果顯示中文漢字與日文的形式對應能幫助日語學習者解讀。針對字義，同義又比異義的表現好，顯示出字義的對應也能幫助日語學者學習。就類別而言，受試者在同形同義與半同形同義上比同形異義與半同形異義還要好，此結果顯示字義的對應比字形的對應還要更重要。在題型效應方面，受試者在漢字文句對應的表現比漢字圖示對應的表現要好，說明對於整體受試者，在判斷漢字時，文句中的線索比圖示中的線索還來得有效。最後在語言程度方面，受試者之對於日語漢字的解讀會隨著日語程度的提升而改善。

    The present thesis aims to investigate the interpretation of kanji characters by Chinese learners of Japanese in Taiwan. The discussed issues of this study include L1 transfer, form-driven effects, meaning-driven effects, the difficulty order of kanji characters, task effects, and proficiency effects. A kanji-picture mapping task and a kanji-text mapping task were designed, both of which were presented in multiple choice format. Seventy-two Japanese majors were recruited and further divided into three experimental groups, according to their performances on a standardized proficiency test in Japanese, basic, intermediate and advanced. In addition, twenty-four Japanese native speakers participated in the present study as our baseline group.
    The overall results indicate that L1 positive transfer was found influential in the L2 acquisition of Japanese kanji characters. With regard to the forms of kanji characters, the participants performed better on same forms and semi-same forms than on different forms. The form correspondence between Chinese characters and kanji characters was indeed helpful. With regard to the meanings of kanji characters, the participants’ performance on same meanings was better than different meanings, indicating that the meaning correspondence could help L2 learners acquire kanji characters as well. Concerning the difficulty order of the kanji characters, it was found that SF-SM (same form and same meaning) and SsF-SM (semi-same form and same meaning) were easier than SF-DM (same form and different meaning) and SsF-DM (semi-same form and different meaning). The results showed that the meanings of kanji characters were more dominant than the forms. In response to the task effects, the participants performed better on kanji-text mapping task than on kanji-picture mapping task. The textual cues were more efficient than pictorial cues for our L2 learners. Finally, the interpretation of Japanese kanji characters was found to be influenced by L2 learners’ proficiency. The higher proficient a Japanese learner was, the better he interpreted kanji characters.

    CHINESE ABSTRACT .................................................... i ENGLISH ABSTRACT ................................................... ii ACKNOWLEDGEMENTS ................................................... iv TABLE OF CONTENTS ................................................... vi LIST OF TABLES ................................................. viii LIST OF FIGURES .................................................... x CHAPTER ONE INTRODUCTION ........................... 1 1.1 Motivation ..................................... 1 1.2 Theoretical Background ......................... 4 1.2.1 Form Formation ............................... 4 1.2.2 Meaning Formation ............................ 5 1.2.3 Contrastive Analysis: Difficulty Order ....... 6 1.3 Research Questions ............................. 8 1.4 Significance of the Study ..................... 10 1.5 Organization of the Thesis .................... 10 CHAPTER TWO LITERATURE REVIEW ..................... 11 2.1 Previous Theoretical Studies of Japanese Kana and Kanji ........................ 11 2.1.1 Leong & Tamaoka (1998) ...................... 11 2.1.2 Kess & Miyamoto (1999) ...................... 14 2.1.3 Nagano & Shimada (2014)...................... 18 2.1.4 Summary ..................................... 21 2.2 Previous Empirical Studies of Kanji ........... 22 2.2.1 Chikamatsu (1996) ........................... 22 2.2.2 Mori (2003) ................................. 25 2.2.3 Haththotuwa Gamage (2003) ................... 27 2.2.4 Toyoda (2009) ............................... 29 2.2.5 Summary ..................................... 31 2.3 Summary of Chapter Two ........................ 34 CHAPTER THREE RESEARCH DESIGN ..................... 35 3.1 Participants .................................. 35 3.2 Methods and Materials ......................... 36 3.2.1 A New Classification of Kanji Characters .....37 3.2.2 Two Tasks ................................... 42 3.2.3 The Kanji-picture Mapping Task .............. 44 3.2.4 The Kanji-text Mapping Task ................. 45 3.3 Procedures .................................... 45 3.3.1 The Pilot Study ............................. 46 3.3.2 The Formal Study ............................ 47 3.3.3 Scoring and Statistical Analysis ............ 48 3.4 Summary of Chapter Three ...................... 48 CHAPTER FOUR RESULTS AND DISCUSSION ............... 50 4.1 Form-driven Effects ........................... 50 4.2 Meaning-driven Effects ........................ 58 4.3 Type Effects .................................. 64 4.4 Task Effects .................................. 72 4.5 Proficiency Effects ........................... 79 4.6 Summary of Chapter Four ....................... 81 CHAPTER FIVE CONCLUSION ........................... 82 5.1 Summary of the Major Findings ................. 82 5.2 Pedagogical Implications ...................... 83 5.3 Limitations of the Present Study and Suggestions for Future Research ................ 84 Bibliography ...................................... 85 Appendix A Items Used in Task 1: Kanji-picture Mapping Task ........................... 91 Appendix B Items Used in Task 2: Kanji-text Mapping Task............................ 99 Appendix C Results of the Pilot Study ............................... 102 Appendix D Consent Form ...........................104

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