母語背景對華語學習者華語短文閱讀理解與詞類訊息處理的影響

The Influence of Chinese L2 Learners’First Language on Their Comprehension of Chinese Short Passages and Processing of Word-Class Information

過往有關華語學習者閱讀的研究曾探討過學習者在字詞辨識、唸讀能力、涉及特定語法的句子理解以及閱讀策略使用等方面的差異，然而有關學習者篇章閱讀的認知歷程研究似乎仍較少。
本文以初探硏究的角度出發，探討中級程度華語學習者的母語背景如何影響他們閱讀華語短文的理解表現，並分析他們的眼動行為，以檢視他們篇章閱讀和詞類訊息處理的歷程。實驗以30位歐美和30位日本華語程度為中級的大學生為對象，要求他們閱讀4篇、每篇長度為400字且難度平均在中級水平的華語短文，並將他們的閱讀理解表現和眼動行為與華語母語的大學生相比較。研究結果顯示母語背景對華語學習者的閱讀認知歷程有顯著的影響，雖然歐美和日本學生在答題正確率上無顯著差異，但眼動數據顯示與日本學生相較起來，歐美學生閱讀速度較慢、平均凝視時間較長、跳視距離較短、回視率較低。此外眼動數據也揭示了詞類對華語學習者注意力資源分配的影響。以實詞和虛詞的分類來看，僅發現日本學生在虛詞的回視進入率顯著高於實詞。以名詞、動詞、副詞和連接詞四大詞類來看，則發現與名詞相比，歐美學生需花較多時間處理副詞和連接詞，而日本學生則需較多時間處理副詞、連接詞和動詞。

Previous research on Chinese as a second language (CSL) learners' reading has investigated differences in learners' word recognition, reading fluency and accuracy, comprehension of sentences involving specific grammar, and the use of reading strategies. However, there appears to be relatively less research on the cognitive processes of learners' reading of extended texts.
This study investigated how intermediate-level CSL learners’L1 background affects their reading comprehension performance when reading Chinese short passages and analyzed learners’eye-movement behavior to examine how they read texts and processed word class information during the reading processes. Thirty European and thirty Japanese intermediate-level CSL college students were recruited for an eye-tracking experiment, in which participants were required to read four 400-character passages that matched their Chinese reading proficiency level. Another thirty Taiwanese college students were recruited as the control group for this experiment. The reading performance and eye movements of all participants were analyzed and compared. The results indicated that students’L1 background had significant effects on their cognitive processes in reading. While the comprehension accuracy rates of European and Japanese students did not significantly differ, the eye-movement data showed that European students read substantially slower, had on average longer fixation durations, shorter saccade lengths, and lower regress-in rates compared to their Japanese counterparts. Moreover, students’L1 also influenced their attention allocation when processing word class information. It was found that Japanese students had a higher regress-in rate on function words than on content words, while European students did not show a difference in their eye movements for function and content words. When comparing processing time among the word classes, the results showed that European students spent significantly more time processing adverbs and conjunctions than nouns. On the other hand, Japanese students paid more attention to adverbs, conjunctions, and verbs compared to nouns.