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Çince Okumada Görsel Bir İpucu Olarak Sözcük Sınırı Kullanımı: Bir Göz İzleme Çalışması

Year 2020, Issue: 37, 51 - 64, 21.12.2020

Abstract

Latin alfabesi kullanan dillerde yazılı metinlerde sözcük aralarında boşluk bırakılmakta ve bu durum metnin anlaşılmasında görsel bir ipucu görevi görmektedir. Ancak bu çalışmaya konu olan Çincede, yazım sırasında sözcükler arasında boşluk yoktur. Çince eş biçimli ve çok anlamlı sembolik dil ögeleri ile alfabetik dillerden birçok açıdan ayrılmaktadır. Sözcük sınırlarını gösteren bir ipucunun olmayışı, Çince tümcelerde anlam belirsizliği yaratmakta veya farklı anlamların ortaya çıkmasına yol açabilir. Çince imlerin sayıca çok olması, yazım özellikleri ve sözcük sınırlarının olmaması yabancı öğrenciler için çeşitli zorluklara neden olmaktadır. Çinceyi yabancı dil olarak öğrenen Türk öğrenciler, Türkçenin alfabetik yazım sistemine sahip olması sebebiyle, sözcükler arasında boşluk bırakmayan ve aşina olmadıkları Çince yazım sistemini zor bulabilirler. Çince öğreniminin ilk aşamalarında yapılan bazı araştırmalara göre sözcükler arasında boşluk bırakarak yazmak, okuma süreci üzerinde olumlu bir etkiye sahip olabilir. Çince sözcükler arasındaki boşlukların, Çince okumayı kolaylaştırıp kolaylaştırmadığı oldukça tartışmalı bir konudur. Göz hareketlerini izleme tekniğinin kullanıldığı bu çalışmada, ortografik olarak tetiklenen yazım farklılıklarının veya sözcükler arasına boşluk eklenmesinin Çince yabancı dil öğrencilerinin okuma sürecine etkisi olup olmadığı araştırılmıştır. Çalışma sonuçları, Çince dilbilgisi özellikleriyle birlikte ele alınmıştır.

References

  • Bai, Xuejun, Yan Guoli, Zang Chuanli, Liversedge Simon P. and Rayner Keith, “Reading spaced and unspaced Chinese text: Evidence from eye movement”, Journal of Experimential Psychology: Human Perception and Performance, 34/5 (2008), p. 1277-1287.
  • Bai, Xuejun 白学军, Zhang Tao张涛, Tian Lijuan 田丽娟, Liang Feifei 梁菲菲 and Wang Tianlin 王天林, “Ci qie fen dui meiguo liuxuesheng hanyu yuedu yingxiang de yan dong yanjiu词切分对美国留学生汉语阅读影响的眼动研究 (Eye Movement Research on the influence of word segmentation on American Students’ Chinese Reading)”, Psychological Research, 3/5 (2010), p. 25-30.
  • Baayen, R.H. Analyzing Linguistic Data: A Practical Introduction to Statistics. Cambridge: Cambridge University Press. (2008), doi: 10.1017/CBO9780511801686
  • Bates, D., Maechler, M., and Bolker, B. “lme4: Linear-mixed Effects Models Using S4 Classes”, (2013), http://CRAN.R-project.org/package=lme4 (R package version 0.999999-2).
  • Blythe, I. Hazel, Liang Feifei, Zang Chuanli, Wang Jingxin, Yan Guoli and Bai Xuejun, “Inserting spaces into Chinese text helps readers to learn new words: An eye movement study”, Journal of Memory and Language, 67 (2012), p. 241-254.
  • Gan, Kok Wee, “Integrating word boundary identification with sentences understanding”, 31st Annual Meeting of the Association for Computational Linguistics, (1993), p. 301-303.
  • Gelman, A. & Hill, J. Data analysis using regression and hierarchical/multilevel models. New York, NY: Cambridge, 2007.
  • Hsu, Sheng-Hsiung and Huang Kuo-Chen, “Interword spacing in Chinese text layout” Perceptual and Motor Skills, 91/2 (2000), p. 355-365.
  • Inhoff, A. W., Liu, W., Wang, J. and Fu, D. J. Use of Spatial Information During the Reading of Chinese Text”, In Cognitive research on Chinese Language. Jinan, China: Shan Dong Education Publishing, 1997.
  • Li, Dejin 李德津 and Cheng Meizhen 程美珍A Practical Chinese Grammar for Foreigners外国人实用汉语语法Waiguo ren shiyong hanyu yufa. Beijing: Beijing Language and Culture University Press, 2009.
  • Li, Xingshan, Liu Pingping and Keith Rayner, “Eye Movement guidance in Chinese reading: Is there a preferred viewing location? Vision Research, (2011), p. 1146.
  • Li, Xin 李馨, Bai Xuejun 白学军, Yan Guoli 闫国利, Zang Chuanli 藏传丽 and Liang Feifei梁菲菲, “Kongge zai wenben yuedu zhong zuoyong 空格在文本阅读中作用 (Function of the space form on text reading)”, Advances in Pyschological Science, 18/9 (2010), p. 1377-1385.
  • R Core Team “R: A language and environment for statistical computing. R Foundation for Statistical Computing”, Vienna, Austria, (2012), ISBN 3-900051-07-0, URL http://www.R-project.org/
  • Shen, Deli, Liversedge Simon P., Tian Jin., Zang Cuanli., Cui Lei., Bai Xuejun., Yan Guoli and Rayner Keith, “Eye Movement of Second Language Learners When Reading Spaced and Unspaced Chinese Text”, Journal of Experimental Psychology, 18/2 (2012), p. 192-202.
  • Yen, Miao-Hsuan, Tsai Jie-Li, Tzheng Ovid J.l. a Huang Daisy L., “Eye movements and patafoveal word processing in reading Chinese, Memory & Cognition, (2008), p. 1033-1045.
  • Zang, Chuanli, Liang Feifei, Yan Guoli, Liversedge Simon, “Interword Spacing and Landing Position Effects During Chinese Reading in Children and Adults”, Journal of Experimental Psychology: Human Perception and Performance. 39/3 (2013), p. 720–734

Spaces between Words as a Visual Cue when Reading Chinese: An Eye-Tracking Study

Year 2020, Issue: 37, 51 - 64, 21.12.2020

Abstract

In texts written in languages that use the Latin alphabet, the spaces left between words serve as visual cues to understand the text. In the written Chinese language, there are no spaces between words. Chinese differs from alphabetic languages in many respects, including its synonymous and multi-meaning symbolic language elements. The absence of a visual clue to indicate word boundaries creates ambiguity in Chinese sentences or may lead to the emergence of different meanings. A large number of Chinese characters, spelling features, and lack of boundaries between words cause various difficulties for foreign students. Turkish students who study Chinese as a foreign language may find its unfamiliar orthographic features, such as a spelling system without spaces between words, difficult to understand as Turkish is written using an alphabet. According to some studies on the early stages of Chinese language learning, artificially-triggered spaces in writing can have a positive effect on the reading process. Yet, this finding that the spaces between Chinese words facilitate reading comprehension is controversial. In this study, an eye movement tracking technique is used to investigate whether orthographically-triggered spelling differences or adding spaces between words affect the reading process of foreign language students. The results are discussed through Chinese grammatical features

References

  • Bai, Xuejun, Yan Guoli, Zang Chuanli, Liversedge Simon P. and Rayner Keith, “Reading spaced and unspaced Chinese text: Evidence from eye movement”, Journal of Experimential Psychology: Human Perception and Performance, 34/5 (2008), p. 1277-1287.
  • Bai, Xuejun 白学军, Zhang Tao张涛, Tian Lijuan 田丽娟, Liang Feifei 梁菲菲 and Wang Tianlin 王天林, “Ci qie fen dui meiguo liuxuesheng hanyu yuedu yingxiang de yan dong yanjiu词切分对美国留学生汉语阅读影响的眼动研究 (Eye Movement Research on the influence of word segmentation on American Students’ Chinese Reading)”, Psychological Research, 3/5 (2010), p. 25-30.
  • Baayen, R.H. Analyzing Linguistic Data: A Practical Introduction to Statistics. Cambridge: Cambridge University Press. (2008), doi: 10.1017/CBO9780511801686
  • Bates, D., Maechler, M., and Bolker, B. “lme4: Linear-mixed Effects Models Using S4 Classes”, (2013), http://CRAN.R-project.org/package=lme4 (R package version 0.999999-2).
  • Blythe, I. Hazel, Liang Feifei, Zang Chuanli, Wang Jingxin, Yan Guoli and Bai Xuejun, “Inserting spaces into Chinese text helps readers to learn new words: An eye movement study”, Journal of Memory and Language, 67 (2012), p. 241-254.
  • Gan, Kok Wee, “Integrating word boundary identification with sentences understanding”, 31st Annual Meeting of the Association for Computational Linguistics, (1993), p. 301-303.
  • Gelman, A. & Hill, J. Data analysis using regression and hierarchical/multilevel models. New York, NY: Cambridge, 2007.
  • Hsu, Sheng-Hsiung and Huang Kuo-Chen, “Interword spacing in Chinese text layout” Perceptual and Motor Skills, 91/2 (2000), p. 355-365.
  • Inhoff, A. W., Liu, W., Wang, J. and Fu, D. J. Use of Spatial Information During the Reading of Chinese Text”, In Cognitive research on Chinese Language. Jinan, China: Shan Dong Education Publishing, 1997.
  • Li, Dejin 李德津 and Cheng Meizhen 程美珍A Practical Chinese Grammar for Foreigners外国人实用汉语语法Waiguo ren shiyong hanyu yufa. Beijing: Beijing Language and Culture University Press, 2009.
  • Li, Xingshan, Liu Pingping and Keith Rayner, “Eye Movement guidance in Chinese reading: Is there a preferred viewing location? Vision Research, (2011), p. 1146.
  • Li, Xin 李馨, Bai Xuejun 白学军, Yan Guoli 闫国利, Zang Chuanli 藏传丽 and Liang Feifei梁菲菲, “Kongge zai wenben yuedu zhong zuoyong 空格在文本阅读中作用 (Function of the space form on text reading)”, Advances in Pyschological Science, 18/9 (2010), p. 1377-1385.
  • R Core Team “R: A language and environment for statistical computing. R Foundation for Statistical Computing”, Vienna, Austria, (2012), ISBN 3-900051-07-0, URL http://www.R-project.org/
  • Shen, Deli, Liversedge Simon P., Tian Jin., Zang Cuanli., Cui Lei., Bai Xuejun., Yan Guoli and Rayner Keith, “Eye Movement of Second Language Learners When Reading Spaced and Unspaced Chinese Text”, Journal of Experimental Psychology, 18/2 (2012), p. 192-202.
  • Yen, Miao-Hsuan, Tsai Jie-Li, Tzheng Ovid J.l. a Huang Daisy L., “Eye movements and patafoveal word processing in reading Chinese, Memory & Cognition, (2008), p. 1033-1045.
  • Zang, Chuanli, Liang Feifei, Yan Guoli, Liversedge Simon, “Interword Spacing and Landing Position Effects During Chinese Reading in Children and Adults”, Journal of Experimental Psychology: Human Perception and Performance. 39/3 (2013), p. 720–734
There are 16 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Makaleler
Authors

Sıla Ay 0000-0002-8773-5522

İsmigül Cantürk 0000-0001-8827-3449

Tuğba Akgür 0000-0003-3593-8181

Publication Date December 21, 2020
Published in Issue Year 2020 Issue: 37

Cite

Chicago Ay, Sıla, İsmigül Cantürk, and Tuğba Akgür. “Spaces Between Words As a Visual Cue When Reading Chinese: An Eye-Tracking Study”. Şarkiyat Mecmuası, no. 37 (December 2020): 51-64.