• 沒有找到結果。

成語理解的發展:兒童、青少年與成人之理解表現分析

N/A
N/A
Protected

Academic year: 2021

Share "成語理解的發展:兒童、青少年與成人之理解表現分析"

Copied!
30
0
0

加載中.... (立即查看全文)

全文

(1)1. 國立政治大學「教育與心理研究」 2015 年 3 月,38 卷 1 期,頁 1-30 DOI. 10.3966/102498852015033801001. 成語理解的發展:兒童、青少年與成人之 理解表現分析 梁雲霞*. 摘. 要. 本研究探討不同年齡學生的成語理解發展現象,並檢視語境與成語可分析性 的作用。研究採用36個中文四字成語為材料,以兒童、青少年、成人為不同年齡 組,並操弄成語熟悉度(高/低)、可分析性(高/中/低)和語境(有/無)以 進行研究。研究發現:語境和成語可分析性有助於成語理解,不同年齡組間有發展 差異。在熟悉的成語上,語境和可分析性在兒童組已顯現效果,青少年和成人組則 進一步表現出運用這兩類訊息的調節能力。在不熟悉的成語上,語境和可分析性的 效果仍在成人組出現,但兒童組只有語境達顯著效果。青少年組不僅能運用語境, 可分析性也有顯著作用。綜合結果顯示,成語理解涉及建構和推論,反映出學習者 對於語境和可分析性的整合歷程。 關鍵詞: 中文四字成語、成語可分析性、成語理解、語境. *. 梁雲霞:臺北市立大學教育學系副教授 誌謝: 本研究奠基在作者對文本閱讀中比喻理解現象的關注、中文成語理解之基礎研究, 以及建置出的成語研究資料庫。本文作者誠摯感謝鄭雅丰博士在先前研究中的支持 和協助,形成研究的基礎。本研究推進到新的研究主軸,聚焦在「成語理解發展」 的認知現象,驗證提出的理論假設。本研究中以兒童、青少年、成人三組受試,形 成新的資料集合、研究設計和分析,進行理論驗證。在此對所有參與研究的各組學 生們、成語理解的評分員們,以及審查人的砥礪與建議,致上無限的感謝。 電子郵件:yhliang@utaipei.edu.tw. 收件日期:2014.04.23;修改日期:2014.08.14;接受日期:2014.08.26.

(2) 2. Journal of Education & Psychology March, 2015, Vol. 38 No. 1, pp. 1-30. The Development of Idiom Comprehension: The Comparison of Comprehension in Children, Adolescents, and Adults Yun-Hsia Liang* Abstract This study examined the developmental process of Chinese idiom comprehension, based on the performances from three age groups—children, adolescents, and college students. Thirsty-six four-character idioms were presented to the three groups with a within-subject design via analyzability (high/medium/low) x context (sentence context/isolation) x familiarity (high/low). The results indicated context and idiom analyzability influenced idiom comprehension in these three groups, and developmental differences were found significantly among groups. On the familiar idioms, context and analyzability contributed to idiom comprehension. Children made good use of the two factors; adolescents and adults further showed an ability to regulate the relative contribution from each factors. Regarding to the unfamiliar idioms, the adult group performed significantly better in integration of context and analyzability. Adolescents were able to use context, and showed a protracted manner in the realization of analyzability. However, only context effect remained in children. These developmental differences showed Chinese idiom comprehension may involve a construction and integration process based on the use of context and analyzability.. Keywords: Chinese four-character idioms, analyzability, idiom comprehension, context *. Yun-Hsia Liang: Associate Professor, Department of Education, University of Taipei E-mail: yhliang@utaipei.edu.tw. Manuscript received: 2014.04.23; Revised: 2014.08.14; Accepted: 2014.08.26.

(3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(11)

(12)

(13)

(14)

(15)

(16)

(17)

(18)

(19)

(20)

(21)

(22)

(23)

(24)

(25)

(26) 26 教育與心理研究 38 卷 1 期. 料的取材上也有精進的空間。其次,本 研究基於中文成語性質,提出中文成語 理解的理論觀點,其中的關鍵因素⎯⎯ 語境和可分析性,獲得實證支持。據 此,未來的研究可朝向這兩個關鍵因素 所涉及的語意覺察、字義分析和整合等 認知與後設能力,進行探究,釐清上述 變項和成語理解之間的關係,以精進中 文成語理解的研究。. 參考文獻 中國社會科學院語言研究所辭典編輯室 (2005)。現代漢語詞典。香港:商務 印書館。. Taiwan: Wu-Nan Press.】. 周薦(2004)。論成語的經典性。載於周薦 (主編),詞彙學詞典學研究(頁282300)。北京:商務印書館。 【 Chou, J. (2004). On the classic nature of idioms. In J. Chou (Ed.), Research on lexicology and lexicography (pp. 282-300). Beijing: The Commercial Press.】. 周薦、楊世鐵(2006)。漢語詞匯研究百年 史。北京:外語教學與研究。 【Chou, J., & Yang, S. T. (2006). The history of Chinese lexicology research. Beijing: Foreign Language Teaching and Research Press.】. 馬國凡(1980)。成語。呼和浩特:內蒙古 人民。 【 Ma, G. F. (1980). Idioms. Huhhot: Inner Mongolia People Press.】. 【Chinese Academy of Social Sciences Research Institutes of Language Department of Dictionary Department (2005). The contemporary Chinese dictionary. Hong Kong: The Commercial Press.】. 徐耀民(1997)。成語的劃界、定型和釋義 問題。中國語文,1,11-17。. 王吉輝(1997)。典故與成語。漢語學習, 2,22-25。. 符淮青(2011)。現代漢語詞匯。香港:商 務印書館。. 【Wang, J. H. (1997). Allusions and idioms. Chinese Learning, 2, 22-25.】. 【Fu, W. C. (2011). The contemporary Chinese lexicology. Hong Kong: The Commercial Press.】. 王德春(2006)。語言學通論。北京:北京 大學。 【 Wang, D. C. (2006). Linguistics. Beijing: Peking University Press.】. 方金雅(2010)。語詞教學。載於王瓊珠、 陳淑麗(主編),突破閱讀困難(頁 151-165)。臺北市:心理。 【Fang, J. Y. (2010). Vocabulary instruction. In C. C. Wang & S. L. Chen (Eds.), Overcoming reading difficulties (pp. 151165). Taipei, Taiwan: Psychological Press.】. 竺家寧(2013)。漢語詞彙學。臺北市:五 南。 【Chu, C. N. (2013). Chinese lexicology. Taipei,. 【Xu, Y. M. (1997). The definition, form, and meaning of idioms. Chinese Language, 1, 11-17.】. 符淮青(2012)。漢語詞匯學史。北京:外 語教學與研究。 【Fu, W. C. (2012). The history of Chinese lexicology. Beijing: Foreign Language Teaching and Research Press.】. 梁雲霞(2012)。課文中的比喻語言與閱讀 能力發展。國教新知,59(3),3746。 【Liang, Y. H. (2012). Figurative language in texts and children’s reading development. The Elementary Education Journal, 59(3), 37-46.】. 梁雲霞、鄭雅丰(2012)。熟悉度與可分析 性對中文成語理解的影響。教育與心.

(27) 成語理解的發展:兒童、青少年與成人之理解表現分析 27. 理研究,35(4),49-76。 【Liang, Y. H., & Cheng, Y. F. (2012). Effects of familiarity and analyzability on Chinese idioms comprehension. Journal of Education & Psychology, 35(4), 49-76.】. 教育部(2010)。成語典。取自http://dict. idioms.moe.edu.tw/ 【Ministry of Education. (2010). Dictionary of Chinese Idioms. Retrieved from http://dict. idioms.moe.edu.tw/】. 陶原珂(2002)。試析漢語四字格成語的類 型及其釋義方式。學術研究,9,130137。 【Tao, Y. K. (2002). A typological analysis of Chinese four-syllable idioms and their definition. Academic Research, 9, 130137.】. 雷瀟、鍾毅平(2010)。語境和熟悉度對中 文成語理解的影響。湖南師範大學教 育科學學報,9(3),111-114。 【Lei, X., & Zhong, Y. P. (2010). Influence of the context and familiarity on Chinese idiom comprehension. Journal of Educational Science of Human Normal University, 9(3), 111-114.】. 劉潔修(1985)。成語。北京:商務印書 館。 【 Liu, J. S. (1985). Idioms. Beijing: The Commercial Press.】. 鄭雅丰、梁雲霞(2014)。中文成語理解的 雙翼:語境與可分析性。教育與心理 研究,37(1),95-121。 【Cheng, Y. F., & Liang, Y. H. (2012). The two wings for comprehending Chinese idioms: Effects of context and analyzability. Journal of Education & Psychology, 37(1), 95-121.】. 錢韵、余戈(2003)。現代漢語四字格成語 的詞彙化研究。語言科學,2(6), 86-96。 【Quia, Y., & Yu, G. (2003). A research in the lexicalization of four-character idioms in Mandarin Chinese. Language Science, 2(6), 86-96.】. Ackerman, B. P. (1982). On the comprehension of idiom: Do children get the picture? Journal of Experimental Child Psychology, 33(3), 439-454. Cacciari, C., & Glucksberg, S. (1991). Understanding idiomatic expressions: The contribution of word meanings. In G. B. Simpson (Ed.), Understanding word and sentence (pp. 217-240). North Holland, Netherlands: Elsevier Science. Cacciari, C., & Padovani, R. (2012). The development of figurative language. In M. J. Spivey, K. McRae, & M. F. Joanisse (Eds.), The Cambridge handbook of psycholinguistics (pp. 505522). New York, NY: Cambridge University Press. Cain, K., Towse, A. S., & Knight, R. S. (2009). The development of idiom comprehension: An investigation of semantic and contextual processing skills. Journal of Experimental Child Psychology, 102(3), 280-298. Douglas, J. D., & Peel, B. (1979). The development of metaphor and proverb translation in children grades 1 through 7. Journal of Educational Research, 73(2), 116-119. Gibbs, R. (1991). Semantic analyzability in children’s understanding of idioms. Journal of Speech and Hearing Research, 34, 613-620. Gibbs, R. W. (1994). The poetics of mind: Figurative thought, language and understanding. Cambridge, UK: Cambridge University Press. Gibbs, R., & Nayak, N. (1989). Psycholinguistic studies on the syntactic behavior of idioms. Cognitive.

(28) 28 教育與心理研究 38 卷 1 期. Psychology, 21, 100-138. Gibbs, R. W., Nayak, N. P., & Cutting, C. (1989). How to kick the bucket and not decompose: Analyzability and idiom processing. Journal of Memory and Language, 28(5), 576-593. Hsieh, S. C., & Hsu, C. C. (2010). Idiom comprehension in Mandarin-speaking children. Journal of Psycholinguist Research, 39, 505-522. Levorato, M. C. (1993). The acquisition of idioms and the development of figurative competence. In C. Cacciari & P. Tabossi (Eds.), Idioms: Processing, structure, and interpretation (pp. 101-128). Hillsdale, NJ: Erlbaum Associates. Levorato, M. C., & Cacciari, C. (1992). Children's comprehension and production of idioms: The role of context and familiarity. Journal of Child Language, 19(2), 415-433. Levorato, M. C., & Cacciari, C. (1995). The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60(2), 261-283. Levorato, M. C., & Cacciari, C. (1998). The effect of semantic analyzability of idioms in metalinguistic tasks. Metaphor and Symbol,13(3), 159-177. Levorato, M. C., & Cacciari, C. (1999). Idiom comprehension in children: Are the effects of semantic analyzability and context separable? European Journal of Cognitive Psychology, 11(1), 51-66. Levorato, M. C., Nesi, B., & Cacciari, C. (2004). Reading comprehension and understanding idiomatic expressions: A developmental study. Brain and. Language, 91(3), 303-314. Lodge, D. N., & Leach, E. A. (1975). Children’s acquisition of idioms in the English language. Journal of Speech and Hearing Research, 18, 521-529. Lin, C. J. (2009). What makes Chinese idioms so difficult to understand: A study of the semantic transparency of Chinese idioms. Journal of Chinese Language Teaching, 6(2), 163-188. Nippold, M. A. (2007). Later language development: The school-age and adolescent year (3rd ed.). Austin, TX: Pro-Ed. Nippold, M. A., & Martin, S. T. (1989). Idiom interpretation in isolation versus context: A developmental study with adolescents. Journal of Speech and Hearing Research, 32, 59-66. Nippold, M. A., & Rudzinski, M. (1993). Familiarity and transparency in idiom explanation: A developmental study of children and adolescents. Journal of Speech and Hearing Research, 36(4), 728-737. Nippold, M. A., & Taylor, C. L. (1995). Idiom understanding in youth: Further examination of familiarity and transparency. Journal of Speech and Hearing Research, 38(2), 426-433. Nunberg, G., Sag, I. A., & Wasow, T. (1994). Idioms. Language, 70(3), 491-538. Titone, D. A., & Connine, C. M. (1999). On the compositional and noncompositional nature of idiomatic expressions. Journal of Pragmatics, 31(12), 1655-1674. Vulchanova, M., Vulchanova, V., & Stankova, M. (2011). Idiom comprehension in the first language: A developmental study..

(29) 成語理解的發展:兒童、青少年與成人之理解表現分析 29. Vigo International Journal of Applied Linguistics, 8(1), 207-234..

(30) 30 教育與心理研究 38 卷 1 期. 附錄. 實驗材料表. 高熟悉度. 高可分析性 中可分析性 低可分析性. 面面俱到、七手八腳、積少成多、先發制人、盡心竭力、瞞天過海 無往不利、未雨綢繆、東窗事發、樂此不疲、捨本就末、八面玲瓏 一傅眾咻、無所適從、綱舉目張、摩頂放踵、鞠躬盡瘁、優柔寡斷. 低熟悉度. 高可分析性 中可分析性 低可分析性. 拔本塞源、席不暇暖、因勢利導、以碫投卵、綽有餘地、江心補漏 懲前毖後、濟河焚舟、為人作嫁、衷諸壹是、一擲百萬、一揮立就 焚林而獵、膠柱鼓瑟、苦心孤詣、日飲亡何、四清六活、陳陳相因.

(31)

參考文獻

相關文件

Wang, Solving pseudomonotone variational inequalities and pseudocon- vex optimization problems using the projection neural network, IEEE Transactions on Neural Networks 17

volume suppressed mass: (TeV) 2 /M P ∼ 10 −4 eV → mm range can be experimentally tested for any number of extra dimensions - Light U(1) gauge bosons: no derivative couplings. =>

Define instead the imaginary.. potential, magnetic field, lattice…) Dirac-BdG Hamiltonian:. with small, and matrix

incapable to extract any quantities from QCD, nor to tackle the most interesting physics, namely, the spontaneously chiral symmetry breaking and the color confinement.. 

• Formation of massive primordial stars as origin of objects in the early universe. • Supernova explosions might be visible to the most

2-1 註冊為會員後您便有了個別的”my iF”帳戶。完成註冊後請點選左方 Register entry (直接登入 my iF 則直接進入下方畫面),即可選擇目前開放可供參賽的獎項,找到iF STUDENT

發展階段 嬰幼兒期 童年期 青春期 成年期 老年期 生理成長.. 智力發展

Master Taixu has always thought of Buddhist arts as important, the need to protect Buddhist arts, and using different forms of method to propagate the Buddha's teachings.. However,