Abstract
This study examines how intermediate and advanced learners of Chinese as a second language (L2) recognize Chinese characters, focusing on those whose first languages (L1) are alphabetic languages, Japanese and Korean. The goal is to explore the impact of L1 writing system, Chinese proficiency, and their interactions on Chinese character recognition. The research is framed within the dual-route processing theory of visual word recognition, analyzing the roles of orthographic, phonological, and semantic processing at both lexical and sublexical levels.Three experiments were conducted with 270 L2 learners and 45 native Chinese speakers. The L2 learners were divided into six groups based on their L1 writing systems (alphabetic, Japanese, and Korean) and their Chinese proficiency (intermediate and advanced). The first two experiments, the semantic categorization and phonological judgment experiments, examined character processing routes under different task demands. There were variations in the relationship between prime and target characters and different Stimulus Onset Asynchrony (SOA) conditions to elicit the interaction of orthographic, phonological, and semantic processing in character recognition at the lexical level. The third experiment, a picture pseudo-character matching experiment, involved manipulating semantic and phonetic radicals to investigate how learners relied on orthography-semantics and orthography-phonology routes at the sublexical level. Additionally, a pre-experiment cloze test evaluated the learners’ Chinese proficiency, while two post-experiment character knowledge tests assessed participants’ knowledge of the characters used in the experiments.
The findings indicate that L2 learners’ L1 writing systems and levels of Chinese proficiency significantly impact character recognition. First, while all learners use both orthography-phonology and orthography-semantics routes for character recognition based on task demands, the dominant route varies by L1 writing systems. Alphabetic learners tend to rely on the orthography-phonology route, Japanese learners lean towards the orthography-semantics route, and Korean learners use both routes equally. We argue that learners transfer their L1 processing mechanism to L2 Chinese character recognition, affecting the processing routes they adopt. Second, although there are no notable differences between intermediate and advanced learners in routes used, advanced learners demonstrate greater sensitivity to orthography-semantics connection and better orthographic awareness due to the increased character learning experience. Third, as Chinese proficiency increases, alphabetic and Korean learners increase their reliance on the orthography-semantics routes in character recognition, while Japanese learners remain relatively consistent. The distinctions in recognition patterns observed in intermediate learners under the effect of their L1 writing systems diminished among advanced learners. The findings indicate that L2 learners exhibit different degrees of adjustments in character recognition based on the orthographic distance between their L1 and L2.
This study supports the Dual-Route Theory’s relevance to Chinese character recognition by L2 Chinese learners. We extend the explanatory validity of the dual-route models for L2 Chinese character recognition by demonstrating cross-linguistic variation in processing route reliance based on L1 writing systems. The findings indicate that the connections between orthography, phonology, and semantics are dynamic, adjusted by learners’ L1 writing systems and Chinese proficiency. Specifically, Japanese, Korean, and alphabetic learners demonstrate different connections between the three constituents in Chinese character recognition at the beginning stage of Chinese learning. Japanese learners exhibit closer orthography-semantics connections than orthography-phonology connections, while alphabetic and Korean learners exhibit closer orthography-phonology connections than orthography-semantics connections. With proficiency improvement, the connections between the three constituents exhibit different extents of adjustment according to the orthographic distance between learners’ L1 and Chinese writing systems. The greater the orthographic distance between L1 and L2, the more learners strengthen the orthography-semantics connection.
Furthermore, the identified differences in character recognition patterns among L2 Chinese learners provide insights into teaching and learning Chinese characters. It is suggested that Chinese teachers provide instructions tailored to L2 learners’ L1 writing system and Chinese proficiency. For alphabetic learners, practices strengthening orthography-phonology connections should be emphasized at the beginning stage before transitioning to orthography-semantics connections. For Japanese learners, practices focusing on orthography-phonology connections should be arranged. For Korean learners, teachers are advised to maintain learners’ balanced use of the dual routes by cultivating awareness of radical regularity. The format and difficulty level of exercises should be differentiated across proficiency levels. Pedagogical suggestions with exercise examples are provided in this thesis.
| Date of Award | 21 Jul 2025 |
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| Original language | English |
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| Supervisor | Yuet Hung Cecilia CHAN (Supervisor) |