以眼動實驗探索歐美、日本與臺灣大學生閱讀漢字詞時，利用字形、字音線索的差異

Using Eye-Tracking Experiment to Explore European, Japanese and Taiwanese Students' Processing of Phonological and Orthographic Cues in Chinese Disyllabic Morphemes

本研究以眼動實驗探索不同中文能力的歐美和日本學生閱讀中文句子時，利用漢字字形與字音線索的即時性（online）歷程是否受母語以及中文閱讀能力的影響而不同，並將他們的閱讀行為與臺灣大學生的比較。實驗使用錯字干擾法操弄目標詞的條件，並以線性混合模型分析受試者閱讀句子中目標詞的眼動行為差異。結果顯示日本的學生在首次凝視時間上出現字音抑制的效應。在之後的字詞處理歷程中，日本學生主要利用字形線索來修復錯誤。歐美學生可同時利用字音和字形線索來修復錯誤，但此現象僅出現在字詞辨識晚期而非初期。外國學生的中文閱讀能力因素導致能力較低的學生比能力較高的學生需要較長的重讀時間，但並未明顯造成他們利用字音或字形線索的差異。

This study used an eye-tracking experiment to explore whether first-language background and Chinese proficiency would influence European and Japanese students' online processing of the phonology and orthography of Chinese disyllabic morphemes when reading simple Chinese sentences. These students' reading behaviors were compared with Taiwanese native Mandarin speakers' reading behaviors. An error-disruption paradigm was employed for manipulating the target words in the experiment. The eye-movement data on the target word embedded in each sentence were analyzed by linear mixed models. The result indicated that European students relied both on phonology and orthography for error recovery, but they could only do so in the late stage of word processing. By contrast, Japanese students relied on orthography for error recovery. Students with lower Chinese reading proficiency had longer re -reading time than their counterparts, but how foreign students' Chinese reading proficiency exactly affect their reliance on phonology or orthography during word processing remains unclear and need to be further examined in the future studies.