中文摘要
過去研究顯示，根據語言訊息的統計分布學習，中文讀者在學習中文字的過程中應會漸漸察覺聲旁與中文字的讀音關係，具有表音覺識的能力 (Shu, Anderson, & Wu, 2000；Lo, Hue, & Tsai, 2007；蔡方之，2006)。本研究旨在探究華語學習者在認讀中文字歷程中，如何掌握聲旁與中文字的讀音關係，進一步應用語言訊息的統計分布學習 (statistical model of language learning) 的觀點探討CSL學習者表音覺識的可能影響，為形音對應的實務教學提供可參考的實徵性資料，協助CSL學習者識字閱讀的困難。
本研究以中文為第二語言的新移民學習者為對象，共32人。本實驗採二因子混合設計，識字量為受試者間設計，刺激材料為形聲規則真字 (高頻、低頻) ，假字 (左聲旁、右聲旁)，實驗方式藉由快速唸名 (Rapid Naming)，檢視高低識字能力CSL學習者在形聲規則真字答對率、反應時間表現，以及假字反應類別表現。實驗結果顯示，在形聲規則真字表現，隨著CSL學習者識字量增加，整體的答對反應時間表現會越好，且高頻真字反應速度優於低頻字；在左、右聲旁假字反應表現，高識字量CSL學習者比低識字量CSL學習者更容易察覺假字左右部件字音的線索，了解判斷部件和整字讀音間的對應關係，進而唸出左反應或右反應部件，且以右部件優勢策略猜測假字讀音。
由上述的實驗結果，本研究發現CSL學習者能察覺中文字的字音與聲旁部件的關係，具有表音覺識 (phonetic awareness)能力，並徵引「語言訊息的統計分布學習」觀點，在CSL學習者對中文字的構字規則了解中，除了能發展出中文字部件與讀音對應關係機率分配機制，也了解中文字的聲旁較常出現在文字的右側。從以上的實徵性資料，本研究認為，當CSL學習者對中文字有一定的熟悉後，能掌握聲旁、形旁功能，漸漸發展表音覺識能力，進一步搭配適度的中文字分級編排方式，能協助CSL學習者辨識中文字形音對應過程，鞏固CSL學習者對於字彙的經驗，將更多注意力資源投注於處理層次較高的閱讀歷程。

Abstract
According to the studies on the statistical model of language learning, Chinese readers can gradually understand the statistical natural of the mapping between the pronunciation of a character and its components in the process of learning Chinese characters, and gain their knowledge about phonetic awareness (Shu, Anderson, & Wu, 2000; Lo, Hue, & Tsai, 2007; Tsai, 2006). Recent researches confirmed that Chinese as Second Language learners (CSL learners below) understand Chinese orthography-phonology correspondences (Lin&Collis, 2011). However, it`s still unknown that how CSL learners decide which component is the phonetic. Therefore, based on the statistical model of language learning, the purpose of this study was to investigate the role of phonological awareness in naming characters for CSL learners, and further discussed knowledge of how Chinese orthography represents phonology from the perspective of statistical learning.
　　There were 32 new immigrants to participate this study.The stimulus were high/low-frequency real-characters and LR (Left-to-Right) pseudo-characters. This study was a 2-way factorial mixed design:
1.The accuracy rate of real-characters: High/low character size were between-subject factors, the high/low-frequency real-characters were within-subject factors.
2.The response of LR (Left-to-Right) pseudo-characters: High/low character size were between-subject factors, the LR (Left-to-Right) pseudo-characters were within-subject factors.

Results:
1.The accuracy rate of real-characters: the current study indicated that the High/low character size and high/low-frequency have main effect on the performance of real-characters.
2.The response of LR (Left-to-Right) pseudo-characters: the current study indicated that the High/low character size and right components have main effect on the performance of pseudo-characters.

Conclusion:
1.CSL learners have similar pattern with Native readers, CSL learners not only know the Chinese Orthography-Phonology Correspondence (OPC below) rules, but also have the knowledge of phonological awareness.
2.CSL learners know that the phonetics often appear in the right position of a character and understand the statistical nature of the mapping between the pronunciation of a character and its components.

Suggestions:
1.CSL learners can gradually understand the Chinese OPC rules by the increasing influence of phonological awareness.
2.This study provides empirical references for OPC, and with suitable grade of Chinese characters, further to assist CSL learners with difficulties of reading characters.

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