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黎公福厚

阮黄燕

斐怀玲

西贡国际大学， 越南

 

黎玉孝

邮政电信技术学院， 越南

 

摘要

本研究以 548 名越南汉语学习者为对象，考察汉越音感知与会意字、重叠字（同体会意字）辨识之间的关系，并分析二者对深度学习意愿的预测作用。结果显示：（1）汉越音感知均分约为 4.19（满分 5）， Cronbach’s α = 0.961，且跨 HSK 级别无显著差异（Kruskal–Wallis H = 3.23, p = 0.520）；（2） 8 个测试字的辨识总分随 HSK 级别呈阶梯式上升（H = 42.56, p < 0.001），将 HSK 5–6 与 HSK 6 及以上合并为「HSK 5+」高阶组后，趋势依然稳健（ H = 42.11, p < 0.001）；（ 3）汉越音感知与辨识总分的Spearman 相关仅为 r = 0.169（p < 0.001），表明主观感知优势与实际辨识表现并非同一构念；（4）有序 Logistic 回归显示，在控制 HSK 级别后，汉越音感知（OR = 4.631， p < 0.001）与辨识总分（OR = 4.740， p < 0.001）均为深度学习意愿的显著正向预测因子，但二者交互项未达显著（ p = 0.106），尚不能从统计上支持「协同交互效应」。上述结果提示：汉越音感知与实际辨识能力是与深度学习意愿相关的两个重要正向因素，教学设计宜兼顾音义联结与构形辨识，但相关结论主要适用于选择题层面的「辨识」，不宜外推为已验证的因果教学效果。

 

关键词

汉字教学， 汉越音， 正向迁移， 认知负荷， 重叠字

 

The Impact of Sino-Vietnamese Pronunciation Perception on Chinese Character Recognition among Vietnamese Learners and Its Pedagogical Implications: A Case Study of Associative Compounds and Reduplicated Characters
 

Le Cong Phuc Hau

Nguyen Hoang Yen

Bui Hoai Linh

The Saigon International University, Ho Chi Minh City, Vietnam

 

Le Ngoc Hieu

Posts and Telecommunications Institute of Technology, Ho Chi Minh City, Vietnam

 

Abstract

Associative compounds and reduplicated characters are crucial entry points in Chinese character teaching. For Vietnamese learners, the substantial retention of Sino-Vietnamese pronunciation in their native language provides an initial advantage for cross-linguistic transfer. However, whether this subjective perception can translate into objective character recognition ability lacks empirical investigation. Taking 548 Vietnamese learners of Chinese as a sample, this study explores the relationship among their perception of Sino-Vietnamese pronunciation, character recognition ability, and willingness for deep learning through questionnaires and tests. The findings reveal that: (1) Learners across different HSK levels show high subjective recognition of the auxiliary role of Sino-Vietnamese pronunciation (mean score 4.19/5). However, this perception score only has a low positive correlation with actual character recognition scores (r = 0.169), highlighting the gap between “subjective belief” and “objective skill”. (2) Orthographic transparency significantly affects recognition difficulty; concrete superimposed characters (e.g., 淼) achieved an accuracy of 80.5%, whereas abstract associative compounds (e.g., 忍) achieved only 61.5%. (3) Ordinal logistic regression indicates that both Sino-Vietnamese pronunciation perception (OR = 4.631) and actual recognition ability (OR = 4.740) are significant positive predictors of learners' willingness for deep learning. Based on these findings, combined with Cognitive Load Theory and scaffolding teaching principles, this paper proposes a targeted Chinese character teaching framework for Vietnamese learners and discusses strategies to prevent negative transfer of Sino-Vietnamese pronunciation.

 

Keywords

Chinese character teaching, Sino-Vietnamese pronunciation, positive transfer, cognitive load, reduplicated characters