The Role of Phonetic Radicals in Learning Chinese Characters by Korean-Chinese and Native Chinese Children

본 연구는 글자-성부 간 음운 관계가 형성한자의 학습에서 하는 역할을 집단적 학습과 검사를 사용하여 조사하였다. 실험 결과, 조선족 아동과 한족 아동의 형성 한자 학습에는 공통점과 차이점이 나타났다. 두 집단 모두 학년이 올라감에 따라 학습수행이 향상되었다. 통제조건에 비해서 완전규칙한자의 학습은 촉진되었으며 불완전규칙한자의 학습은 방해를 받았다. 성부에 의해 제공되는 성조, 성모, 운모 정보는 학습을 향상시켰으며, 반대로 그러한 정보의 제거는 학습을 방해하였다. 그러나 성조와 성모 정보보다는 운모 정보의 영향이 더욱 큰 것으로 나타났다. 또한 조선족 아동은 한족 아동에 비하여 운모 정보의 영향에서 차이를 보였으며, 특히 저학년에서 두드러졌다. 이것은 조선족 아동의 모어인 조선어의 음운적 특성을 반영하는 것으로 생각된다. 이런 결과를 바탕으로 새로운 한자의 학습에서 음운정보의 역할, 모어의 영향 등에 대해서 논의하였다.

keywords: Chinese characters, reading, learning to read, phonetic radical, phonological information, 한자, 읽기, 읽기학습, 성부, 음운정보

Abstract

The present study investigated the role of phonological relations between a character and its phonetic radical in learning novel Chinese characters, using Korean-Chinese and native Chinese children as participants. We found some commonalities and differences between the two groups. In both groups, regular characters were learned faster, and irregular characters were harder to learn than control characters. When the phonetic radical provided the correct tone, onset, or rime of a character, learning was facilitated. However, learning was impaired with the conflicting information from the radical. The rime apparently exerted more powerful influences than the tone and onset. However, Korean-Chinese participants appeared to be less skillful in manipulating the rime, especially in younger pupils. Based on the results, we discussed the role of phonological processing and native language in the learning of novel Chinese characters.

keywords: Chinese characters, reading, learning to read, phonetic radical, phonological information, 한자, 읽기, 읽기학습, 성부, 음운정보

참고문헌

이광오 (1998). 한국어 음절의 내부 구조: 각운인가 음절체인가. 한국심리학회지: 실험 및 인지, 10(1), 67-83.

윤혜경, 권오식 (1994). 한글의 음운부호화가 한글 지각에 미치는 효과에 관한 발달적 연구. 한국심리학회지: 발달, 7(1), 151-163.

舒华, 周晓林, 武宁宁 (2000). 儿童汉字读音声旁一致性意识的发展. 心理学报, 32(2), 164-169. [Shu Hua, Zhou Xiaolin, & Wu Ningning (2000). Utilizing phonological cues in Chinese characters: a developmental study. Acta Psychologica Sinica, 32(2), 164-169.]

舒华, 曾红梅 (1996). 儿童对汉字结构中语音线索的意识及其发展. 心理学报, 28, 160-165. [Shu Hua, & Zeng Hongmei (1996). Awareness of phonological cues in pronunciation of Chinese characters and its development. Acta Psychologica Sinica, 28, 160-165.]

舒华, 张厚粲 (1987). 成人熟练读者的汉字语音加工过程. 心理学报, 19(3), 227-233. [Shu Hua, & Zhang Houcan. (1987). Pronunciation of Chinese characters by skilled readers. Acta Psychologica Sinica, 19(3), 227-233.]

孟祥芝, 舒华, 周晓林等 (2000). 不同阅读水平儿童的汉字字形输出与再认. 心理学报, 32(2), 133-138. [Meng Xingzhi, Shu Hua, & Zhou Xiaolin (2000). Character production and recognition in Chinese processing: a comparative study between poor readers and normal readers of fourth grade. Acta Psychologica Sinica, 32(2), 133-138.]

王宁 (1997). 汉语字词的结构和意义. 见: 彭聃龄主编, 汉语认知研究, 济南: 山东教育出版社. 35-63. [Wang Ning (1997). Structure and meaning of Chinese words. In Peng Danling (Eds.), Cognitive Research in Chinese, Ji Nan: Shandong Educational Press, 35-63.]

张积家, 王惠萍 (2001). 声旁与整字的音段, 声调关系对形声字命名的影响. 心理学报, 33(3), 193-197. [Zhang Jijia, & Wang Huiping (2001). The effects of phonological and tonal relations between phonetic radicals and whole characters on the processing of pictophonetic characters. Acta Psychologica Sinica, 33(3), 193-197.]

Baron, J., & Strawson, C. (1976). Use of orthographic and word-specific knowledge in reading words aloud. Journal of Experimental Psychology: Human Perception and Performance, 2, 386-393.

10.

de Groot, A. M. B. (2010). Language and Cognition in Bilinguals and Multilinguals: An Introduction. Taylor & Francis.

11.

Glushko, R. J. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 5(4), 674- 691.

12.

Ho, C. S.-H., & Bryant P. (1997a). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276-289.

13.

Ho, C. S.-H., & Bryant P. (1997b). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946-951.

14.

Hue, C. W. (1992). Recognition processes in character naming. In H. C. Chen, & O. J. L Tzeng, (Eds.), Language Processing in Chinese. Elsevier Science Publisher, 93-107.

15.

Jared, D. (1997). Spelling-sound consistency affects the naming of high-frequency words. Journal of Memory and Language, 36, 505-529

16.

Jared, D., McRae, K., & Seidenberg, M. S. (1990). The basis of consistency effects in word naming. Journal of Memory and Language, 29, 687-715.

17.

Lee, C. -Y., Tsai, J. -L., Su, E. C. -I., Tzeng, O. J. L., & Hung, D. L. (2005). Consistency, regularity, and frequency effects in naming Chinese characters. Language and Linguistics, 6, 75-107.

18.

Lin, D., McBride-Chang, C., Shu, S., Zhang, Y., Li, H., Zhang, J., Aram, D., & Levin, I. (2010). Small wins big: Analytic Pinyin skills promote Chinese word reading. Psychological Science, 21, 1117-22

19.

Seidenberg, M. S. (1985). The time course of phonological activation in two writing system. Cognition, 19, 1-30.

20.

Seidenberg, M. S., Waters, G. S., Barnes, M. A., & Tanenhaus, M. K. (1984). When does irregular spelling of pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23, 383-404.

21.

Shu H, & Anderson R C. (1999). Learning to read Chinese: The development of metalinguistic awareness. In J. Wang, A. Inhoff, & H-C Chen (Eds.), Reading Chinese Script: A Cognitive Analysis, New Jersey: Erlbaum, 1-18.

22.

Stanovich, K., & Bauer, D. (1978). Experiments on the spelling-to-sound regularity effect in word recognition. Memory and Cognition, 6, 410-415.

바로가기메뉴

논문 상세

Vol.27 No.2

조선족 아동과 한족 아동의 한자 학습에서 음운정보의 역할

The Role of Phonetic Radicals in Learning Chinese Characters by Korean-Chinese and Native Chinese Children

초록

Abstract

참고문헌

한국심리학회지: 인지 및 생물