| Abstrakt: |
Reading processes are an important issue in psycholinguistics. Scholars have different opinions about the processes and cognitive models involved in reading. Moreover, whether wrongly written Chinese characters can be detected and restored in context is also the focus of much research (among which the relationship and role of orthographic layers, phonological layers, and semantic layers also lead to different views and divergent opinions). With the support of modern science and technology, eye movement experiments can be used to record and analyze the actual cognitive processes of readers. This study explores whether there is any effect on detecting and restoring wrongly written characters in context for readers of Chinese as a second language. How phonetics and orthography are linked to each other are used to further explore and discuss the above controversy. Therefore, based on the connectionist model this study uses an eye movement experiment to analyze the recognition speed of similar orthography, similar phonetics and orthography, and homophones in the correct context for Chinese learners from different language backgrounds (Sino-sphere and non-Sino-sphere) and different language levels. Through a comprehensive analysis of three variables, early eye movement indicators (first fixation duration and first run dwell time) are analyzed. Visual time and late eye movement indicators (total dwell time, regression path duration, and fixation count) are used to illustrate the recognition sequence and speed between orthography, phonology and semantics. In the process, a more specific connectionist model is established. Five noteworthy results are clear: (1) There is no significant difference in eye movement between sentences with and without wrongly written characters, so it is believed that the words can be read smoothly by learners, that is, the wrongly written character can be automatically repaired to complete the understanding of words and sentences. (2) Sino-sphere and non-Sino-sphere learners both show a strong connection between orthographic and semantics in the early recognition process of language, but the effect of recovery and detection of non-Sino-sphere learners is weaker than Sino-sphere learners. (3) Sino-sphere learners recognize better characters that have similar orthography, which means that the connection between orthography and semantics is stronger; the non-Sino-sphere learners recognize better the homophone. In other words, the connection between phonetics and semantics is stronger. (4) In the later stage of the cognitive process of character recognition, Sino-sphere learners rely more on the conversion of phonetics and semantics. Non-Sino-sphere learners have the same decoding speed for the phonetic, orthographic, and combination. (5) In the model of native speakers' recognition, the decoding speed of the combination of phonetic, orthographic, and combination are the same, and none of them is dominant. Therefore, its cognitive structure is a stable and mature structure in native readers. Overall, learners of Chinese as a second language perform differently in detecting and restoring wrongly written character in reading, and learners of different language backgrounds and language proficiencies have different performance in Chinese character recognition. This has important implications for teaching Chinese characters and words to speakers of other languages. Teachers can learn from this study how to improve teaching methods, and Chinese learners can adopt more scientific and effective learning methods. [ABSTRACT FROM AUTHOR] |
