Keystroke logging records keyboard activity during writing. Time and position of all keystrokes are stored in a log file, which facilitates detailed analysis of all pauses, revisions and movements undertaken during writing. Keystroke logging further includes a replay function, which can be used as a tool for reflection and analysis of the writing process. During writing, writers continuously plan, transcribe, read, and revise in order to create a text that meets with their goals and intentions for the text. These activities both interact and trigger one another. This thesis includes studies in which keystroke recordings are used as bases for visualisation of and reflection on the cognitive processes that underlie writing. The keystroke logging methodology is coupled with Geographical information systems (GIS) and stimulated recall in order to enhance the understanding of keystroke logged data as representations of interacting cognitive activities during writing. Particular attention is paid to writing revision and a taxonomy for analysis of on-line revision is proposed. In the taxonomy, revisions made at the point of inscription are introduced as ‘pre-contextual’ revisions, and highlighted as potential windows on cognitive processing during transcription. The function of pre-contextual revisions as revisions of form and concepts was ascertained in an empirical study, which also showed that 13-year-old writers revised more form and concepts at the point of inscription when they wrote in English as a foreign language (EFL) than in Swedish as a first language (L1). In this thesis, a learning method, Peer-based intervention (PBI), is introduced and examined through case studies and statistical analysis. PBI is based on theories about cognitive capacity, noticing, individual-based learning and social interaction. In PBI, the keystroke-logging replay facility is used as a tool for reflection on and discussion of keystroke logged data, i.e. representations of cognitive processes active during writing. In the studies presented in this thesis, teen-aged and adult writers’ texts, written before and after PBI, were analysed according to text quality and revision. Descriptive and argumentative texts in both L1 and EFL were included in the studies. The results showed that PBI raised adult and teen-aged writers’ awareness of linguistic and extra-linguistic features, and that the effect varied across levels of learner ability, text type and language.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs de la classe à enseigner et à apprendre l’espagnol dans ce contexte socio-linguistiquement dominé par le français ? 5) Quelles similitudes et contrastes peut-on relever entre des enseignants novices et des enseignants expérimentés ? 6) Qu'est-ce qui caractérise le discours officiel et les adaptations sociodidactiques de l'enseignement-apprentissage de l'espagnol au Gabon de 1997 à nos jours ? Autour de ces questions, la sociolinguistique et la didactique des langues étrangères avec une approche ethnographique actualisent ici le rôle des substrats linguistiques dans l’enseignement-apprentissage d'autres langues. Cette recherche inscrit donc l’enseignement de l’espagnol en Afrique francophone au cœur des enjeux idéologiques des contacts/conflits de langues. Elle oriente la formation des futurs enseignants d’espagnol du Gabon vers la didactique du plurilinguisme avec une dimension holistique, gage du dialogue des cultures à l’heure de la mondialisation et du numérique. / Ethnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology.

Esta tese investiga como se articulam os espaços da diversidade linguística (DL) em contextos escolares, tomando por base a análise de ações de promoção da pluralidade linguística. O termo pluralidade linguística (PL), ou plurilinguismo, é utilizado aqui para designar as competências do indivíduo em mais de uma língua, incluindo uma “postura linguística plural” (ALTENHOFEN & BROCH, 2011, p. 17), em contraposição à diversidade linguística, que representa a “coexistência de línguas diferentes, na sociedade”. Este estudo parte do pressuposto de que não constitui finalidade de uma educação básica “afunilar”, por assim dizer, a escolha por uma determinada língua, e sim “abrir o leque” de possibilidades, valorizando todo e qualquer conhecimento linguístico diverso como parte de uma “competência plurilíngue”. O conceito mais amplo de “competência plurilíngue e intercultural” (BEACCO & BYRAM, 2007) serve, neste sentido, como fundamento de uma “educação (pluri)linguística” baseada na abordagem da “conscientização linguística” (CANDELIER et al., 2004), no ensino de línguas. Por envolver decisões sobre línguas no contexto sócio-escolar, as quais revertem em “ações de promoção da PL”, o presente estudo se desenvolve primordialmente no terreno das políticas linguísticas. Tais ações fazem parte de uma educação linguística como meta e consequência das articulações no nível da garantia de espaços e atitudes favoráveis à DL, sem, no entanto, aprofundar questões práticas de didática das línguas. O objetivo central é compreender como se articulam os espaços da diversidade linguística em contextos escolares, tomando por base a análise de ações de promoção da pluralidade linguística. A partir da análise de dados de observação participante, de entrevistas com professores, da aplicação de questionários e de análise documental, em uma escola pública federal de Porto Alegre, chegou-se a evidências sobre a dinâmica de implementação de uma educação voltada à PL, presentes nas práticas linguísticas, nas crenças dos participantes e no gerenciamento linguístico, considerados os principais componentes de políticas linguísticas (SPOLSKY, 2008). Os resultados apontam para a necessidade de abordagens/ações de conscientização linguística que levem à promoção da pluralidade linguística em contextos escolares. As especificidades do contexto abordado, que se constituiu em laboratório experimental extremamente propício à pesquisa, sugerem a necessidade de ampliar a pesquisa a outros contextos, seja de ambientes com pouca abertura à diversidade, seja de comunidades com presença multilíngue na sociedade (bilinguismo societal). Espera-se que o estudo realizado contribua, neste sentido, para um aprofundamento das questões relacionadas às políticas linguísticas educacionais, rediscutindo o papel do plurilinguismo na educação, nos dias atuais. / This thesis investigates how to articulate spaces for linguistic diversity in school contexts based on the analysis of actions to promote linguistic plurality. The term linguistic plurality or pluriilingualism, is used here to designate the individual´s competences in more than one language, including a "pluralistic language attitude" (ALTENHOFEN & BROCH 2011, p. 17), as opposed to linguistic diversity, which is the "coexistence of different languages in society". This study assumes that the purpose of regular education is not to "taper", the choice for a particular language, but to "open the range" of possibilities, valuing each and every linguistic knowledge as part of a "plurilingual competence". The broader concept of "plurilingual and intercultural competence” (BEACCO & BYRAM, 2007) offers the support for a "(pluri)language education" based on a "language awareness" approach (CANDELIER et al ., 2004). This study develops primarily in the field of language policies by involving socioeducational decisions about languages in the context, which revert to the "promotion of linguistic plurality actions". These actions are part of language education in order to achieve spaces and positive attitudes to linguistic diversity without, however, deepening practical issues of teaching languages. The central goal is to understand how to articulate spaces for linguistic diversity in school settings based on the analysis of actions to promote linguistic plurality. From the analysis of data which include participant observation, interviews with teachers, questionnaires and documentary analysis of a federal public school in Porto Alegre. We have reached evidences of the implementation of linguistic plurality actions by considering the main components of language policy, language practices, beliefs of the participants and language management, (Spolsky, 2008). The findings highlight the need to use language awareness approaches to promote linguistic plurality in educational contexts. Due to the specificities of the context, which conducted experimental laboratory research, we suggest the need to expand the research to other contexts, either in environments with poor openness to diversity, whether in communities with multilingual presence in society (societal bilingualism). We hope that the study will contribute for developing understanding issues in more depth related to educational language policies, revisiting the role of pluirilingualism in education in today´s world.

Esta tese investiga como se articulam os espaços da diversidade linguística (DL) em contextos escolares, tomando por base a análise de ações de promoção da pluralidade linguística. O termo pluralidade linguística (PL), ou plurilinguismo, é utilizado aqui para designar as competências do indivíduo em mais de uma língua, incluindo uma “postura linguística plural” (ALTENHOFEN & BROCH, 2011, p. 17), em contraposição à diversidade linguística, que representa a “coexistência de línguas diferentes, na sociedade”. Este estudo parte do pressuposto de que não constitui finalidade de uma educação básica “afunilar”, por assim dizer, a escolha por uma determinada língua, e sim “abrir o leque” de possibilidades, valorizando todo e qualquer conhecimento linguístico diverso como parte de uma “competência plurilíngue”. O conceito mais amplo de “competência plurilíngue e intercultural” (BEACCO & BYRAM, 2007) serve, neste sentido, como fundamento de uma “educação (pluri)linguística” baseada na abordagem da “conscientização linguística” (CANDELIER et al., 2004), no ensino de línguas. Por envolver decisões sobre línguas no contexto sócio-escolar, as quais revertem em “ações de promoção da PL”, o presente estudo se desenvolve primordialmente no terreno das políticas linguísticas. Tais ações fazem parte de uma educação linguística como meta e consequência das articulações no nível da garantia de espaços e atitudes favoráveis à DL, sem, no entanto, aprofundar questões práticas de didática das línguas. O objetivo central é compreender como se articulam os espaços da diversidade linguística em contextos escolares, tomando por base a análise de ações de promoção da pluralidade linguística. A partir da análise de dados de observação participante, de entrevistas com professores, da aplicação de questionários e de análise documental, em uma escola pública federal de Porto Alegre, chegou-se a evidências sobre a dinâmica de implementação de uma educação voltada à PL, presentes nas práticas linguísticas, nas crenças dos participantes e no gerenciamento linguístico, considerados os principais componentes de políticas linguísticas (SPOLSKY, 2008). Os resultados apontam para a necessidade de abordagens/ações de conscientização linguística que levem à promoção da pluralidade linguística em contextos escolares. As especificidades do contexto abordado, que se constituiu em laboratório experimental extremamente propício à pesquisa, sugerem a necessidade de ampliar a pesquisa a outros contextos, seja de ambientes com pouca abertura à diversidade, seja de comunidades com presença multilíngue na sociedade (bilinguismo societal). Espera-se que o estudo realizado contribua, neste sentido, para um aprofundamento das questões relacionadas às políticas linguísticas educacionais, rediscutindo o papel do plurilinguismo na educação, nos dias atuais. / This thesis investigates how to articulate spaces for linguistic diversity in school contexts based on the analysis of actions to promote linguistic plurality. The term linguistic plurality or pluriilingualism, is used here to designate the individual´s competences in more than one language, including a "pluralistic language attitude" (ALTENHOFEN & BROCH 2011, p. 17), as opposed to linguistic diversity, which is the "coexistence of different languages in society". This study assumes that the purpose of regular education is not to "taper", the choice for a particular language, but to "open the range" of possibilities, valuing each and every linguistic knowledge as part of a "plurilingual competence". The broader concept of "plurilingual and intercultural competence” (BEACCO & BYRAM, 2007) offers the support for a "(pluri)language education" based on a "language awareness" approach (CANDELIER et al ., 2004). This study develops primarily in the field of language policies by involving socioeducational decisions about languages in the context, which revert to the "promotion of linguistic plurality actions". These actions are part of language education in order to achieve spaces and positive attitudes to linguistic diversity without, however, deepening practical issues of teaching languages. The central goal is to understand how to articulate spaces for linguistic diversity in school settings based on the analysis of actions to promote linguistic plurality. From the analysis of data which include participant observation, interviews with teachers, questionnaires and documentary analysis of a federal public school in Porto Alegre. We have reached evidences of the implementation of linguistic plurality actions by considering the main components of language policy, language practices, beliefs of the participants and language management, (Spolsky, 2008). The findings highlight the need to use language awareness approaches to promote linguistic plurality in educational contexts. Due to the specificities of the context, which conducted experimental laboratory research, we suggest the need to expand the research to other contexts, either in environments with poor openness to diversity, whether in communities with multilingual presence in society (societal bilingualism). We hope that the study will contribute for developing understanding issues in more depth related to educational language policies, revisiting the role of pluirilingualism in education in today´s world.

Esta tese investiga como se articulam os espaços da diversidade linguística (DL) em contextos escolares, tomando por base a análise de ações de promoção da pluralidade linguística. O termo pluralidade linguística (PL), ou plurilinguismo, é utilizado aqui para designar as competências do indivíduo em mais de uma língua, incluindo uma “postura linguística plural” (ALTENHOFEN & BROCH, 2011, p. 17), em contraposição à diversidade linguística, que representa a “coexistência de línguas diferentes, na sociedade”. Este estudo parte do pressuposto de que não constitui finalidade de uma educação básica “afunilar”, por assim dizer, a escolha por uma determinada língua, e sim “abrir o leque” de possibilidades, valorizando todo e qualquer conhecimento linguístico diverso como parte de uma “competência plurilíngue”. O conceito mais amplo de “competência plurilíngue e intercultural” (BEACCO & BYRAM, 2007) serve, neste sentido, como fundamento de uma “educação (pluri)linguística” baseada na abordagem da “conscientização linguística” (CANDELIER et al., 2004), no ensino de línguas. Por envolver decisões sobre línguas no contexto sócio-escolar, as quais revertem em “ações de promoção da PL”, o presente estudo se desenvolve primordialmente no terreno das políticas linguísticas. Tais ações fazem parte de uma educação linguística como meta e consequência das articulações no nível da garantia de espaços e atitudes favoráveis à DL, sem, no entanto, aprofundar questões práticas de didática das línguas. O objetivo central é compreender como se articulam os espaços da diversidade linguística em contextos escolares, tomando por base a análise de ações de promoção da pluralidade linguística. A partir da análise de dados de observação participante, de entrevistas com professores, da aplicação de questionários e de análise documental, em uma escola pública federal de Porto Alegre, chegou-se a evidências sobre a dinâmica de implementação de uma educação voltada à PL, presentes nas práticas linguísticas, nas crenças dos participantes e no gerenciamento linguístico, considerados os principais componentes de políticas linguísticas (SPOLSKY, 2008). Os resultados apontam para a necessidade de abordagens/ações de conscientização linguística que levem à promoção da pluralidade linguística em contextos escolares. As especificidades do contexto abordado, que se constituiu em laboratório experimental extremamente propício à pesquisa, sugerem a necessidade de ampliar a pesquisa a outros contextos, seja de ambientes com pouca abertura à diversidade, seja de comunidades com presença multilíngue na sociedade (bilinguismo societal). Espera-se que o estudo realizado contribua, neste sentido, para um aprofundamento das questões relacionadas às políticas linguísticas educacionais, rediscutindo o papel do plurilinguismo na educação, nos dias atuais. / This thesis investigates how to articulate spaces for linguistic diversity in school contexts based on the analysis of actions to promote linguistic plurality. The term linguistic plurality or pluriilingualism, is used here to designate the individual´s competences in more than one language, including a "pluralistic language attitude" (ALTENHOFEN & BROCH 2011, p. 17), as opposed to linguistic diversity, which is the "coexistence of different languages in society". This study assumes that the purpose of regular education is not to "taper", the choice for a particular language, but to "open the range" of possibilities, valuing each and every linguistic knowledge as part of a "plurilingual competence". The broader concept of "plurilingual and intercultural competence” (BEACCO & BYRAM, 2007) offers the support for a "(pluri)language education" based on a "language awareness" approach (CANDELIER et al ., 2004). This study develops primarily in the field of language policies by involving socioeducational decisions about languages in the context, which revert to the "promotion of linguistic plurality actions". These actions are part of language education in order to achieve spaces and positive attitudes to linguistic diversity without, however, deepening practical issues of teaching languages. The central goal is to understand how to articulate spaces for linguistic diversity in school settings based on the analysis of actions to promote linguistic plurality. From the analysis of data which include participant observation, interviews with teachers, questionnaires and documentary analysis of a federal public school in Porto Alegre. We have reached evidences of the implementation of linguistic plurality actions by considering the main components of language policy, language practices, beliefs of the participants and language management, (Spolsky, 2008). The findings highlight the need to use language awareness approaches to promote linguistic plurality in educational contexts. Due to the specificities of the context, which conducted experimental laboratory research, we suggest the need to expand the research to other contexts, either in environments with poor openness to diversity, whether in communities with multilingual presence in society (societal bilingualism). We hope that the study will contribute for developing understanding issues in more depth related to educational language policies, revisiting the role of pluirilingualism in education in today´s world.

Writing is one of the four skills that students learning a foreign language are supposed to acquire, and writing often has an important role in the language classroom. Furthermore, in the field of cultural and arts education, a process-oriented approach is considered essential for learning. However, even though we see an increased interest in emphasizing the writing process, in reality, what is often commented, discussed and graded is the final outcome - the product. Consequently, features of the writing process, like fluency, revisions, and pauses, are not considered. This thesis explores what information about the writing process might add to the picture. In this manner, the current study investigates the writing process of advanced Swedish EFL (English as a Foreign Language) learners through keystroke logging programme. With the increased use of word processing tools, and not least with the development of keystroke logging tools, we now have the possibility to take also the details of the writing process into account. As Spelman Miller and Sullivan (2006:1) point out, “[a]s an observational tool, keystroke logging offers the opportunity to capture details of the activity of writing, not only for the purposes of the linguistic, textual and cognitive study of writing, but also for the broader applications concerning the development of language learning, literacy, and language pedagogy”. In the present study, a keystroke logging programme named Inputlog has been used, which allows researchers to get a better understanding of writing processes as well as cognitive processes during writing (Lindgren & Sullivan, 2002).

The study examined the typical development of early literacy in a group of typically developing preschool Sepedi first language children residing in Atteridgeville, by determining their performance on a protocol of early literacy tasks. The following aspects were included: written language awareness, narrative abilities, phonological awareness, letter name knowledge, grapheme-phoneme correspondence and literacy motivation. The performance of the participants on the various tasks was used to describe the early literacy development of the target population and to identify relevant risk criteria that may indicate delayed early literacy development in the target population. The performance of participants on these tasks differed from those of other participants in local and international studies, which underscores the necessity of culturally sensitive procedures for identifying delays in the early literacy development of children. The influence of factors such as the mother’s level of education, gender, participants’ level of engagement in literacy activities and participants' current academic performance on the development of early literacy skills were also investigated. Based on the results as well as other indications from the literature, possible risk factors for delayed early literacy development for this group are listed. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Chong Ka Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 70-75). / Abstract in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / Chapter CHAPTER I: --- INTRODUCTION --- p.1 / Phonological Awareness as a Predictor of English Reading and Spelling --- p.1 / Levels of Phonological Awareness --- p.4 / Factors Affecting the Development of Phonological Awareness --- p.6 / oral language experience --- p.6 / orthographic experience --- p.8 / phonological training --- p.8 / Transfer of Phonological Awareness in Bilingual Studies --- p.9 / factors affecting the transfer of phonological awareness --- p.11 / Introduction to Hanyu Pinyin --- p.13 / The Present Study --- p.14 / Chapter CHAPTER II: --- STUDY1 --- p.18 / Method --- p.18 / Design --- p.18 / Participants --- p.19 / Procedures --- p.20 / Tasks --- p.20 / Results --- p.25 / Group differences on Phonological Awareness and English measures Relationship between Phonological Awareness and Pinyin --- p.25 / Performance on English Reading and Spelling --- p.28 / Relationship between Phonological Awareness of different Languages --- p.33 / Discussion --- p.34 / Chapter CHPAPTER III: --- STUDY2 --- p.36 / Method --- p.36 / Design --- p.36 / Participants --- p.37 / Procedures --- p.38 / Tasks --- p.39 / Results --- p.42 / Effect of Pinyin training on Phonological Awareness --- p.48 / Transfer of Phonological Awareness --- p.50 / Effect of Pinyin Training on English Reading and Spelling --- p.52 / Decomposing the Effect of Pinyin Training on English Reading and Spelling --- p.53 / Discussion --- p.59 / Chapter CHPATER IV: --- GENERAL DISCUSSION --- p.65 / Limitations --- p.67 / Conclusion --- p.69 / REFERENCES --- p.70 / APPENDIX A: ENGLISH VOCABULARY TEST (STUDY 1) --- p.76 / APPENDIX B: NONWORD SPELLING TASK ITEMS (STUDY 1) --- p.77 / APPENDIX C: PSEUDOWORD READING ITEMS (STUDY1) --- p.78 / APPENDIX D: PHONEMIC ONSET DELETION TASK (CANTONESE) --- p.79 / APPENDIX E: PHONEMIC ONSET DELETION TASK (MANDARIN) --- p.80 / APPENDIX F: PHONEMIC ONSET DELETION TASK (ENGLISH) --- p.81 / APPENDIX G: NONWORD SPELLING TASK ITEMS (STUDY 2) --- p.82 / APPENDIX H: PSEUDOWORD READING ITEMS (STUDY2) --- p.83 / APPENDIX J: PINYIN TEST (STUDY 2) --- p.84 / APPENDIX K: MANDARIN ORAL TEST (STUDY 2) --- p.85

快速構形學習（fast orthographic learning）是指在閱讀中遇到一個生字或生詞少數幾次後，這個字或詞的構形表征就能初步形成。目前，尚無研究試圖檢測中文構形學習，更無研究通過實驗操作的方式檢查語音重編碼（這一對英文構形學習最為重要的因素）對中文構形學習的影響。本研究以快速構形學習為切入點進行了三項研究。研究一（預實驗和實驗一）根據Share （1999）的範式編制了中文快速構形學習測驗，並使用這一測驗證實了二/三年級的兒童已具有快速構形學習的能力；研究二則通過實驗操作考察語音重編碼是否影響快速構形學習的成績。閱讀能力匹配的兒童被置於不同的學習情境下。某些學習情境下語音重編碼的傾向通過實驗操作被抑制，另一些學習情境下則可以正常進行語音重編碼。對比不同情境下的構形學習成績就可以證明語音重編碼對構形學習的影響。依照這一邏輯，實驗二和實驗三發現形聲字的構形學習受到語音重編碼的正面影響，而實驗四和實驗五則發現非形聲字的構形學習不受語音重編碼的正面影響；實驗六將形聲字和非形聲字放在同一實驗中考察，重複了實驗二至五的結果。研究三則採用培訓實驗進一步重複或檢驗第二部分的結果。在實驗七至十中，兒童或者學習目標假聲旁的語音（與目標形聲字一致的語音或者與目標形聲字不一致的語音），或者學習目標假聲旁的語義，或者抄寫目標假聲旁，或者僅觀察目標假聲旁（控制方案）。然後他們在相同的情境下學習含有目標假聲旁的形聲字。通過對比不同組別的快速構形學習成績，結果發現，除抄寫外，語音重編碼和部件的語義信息對構形學習沒有影響。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼對形聲字的構形學習有一定影響，但影響不大，且只發生在目標形聲字含有熟悉的聲旁時；語音重編碼對半規則形聲字和非形聲字的構形學習沒有影響；抄寫對構形學習有明顯的促進作用。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼並非影響構形學習的核心因素，只對含有熟悉聲旁的形聲字的構形學習有影響，對半規則形聲字和非形聲字的構形學習沒有影響；語義信息對構形學習沒有影響，抄寫對構形學習有明顯的促進作用。我們提出“構形學習自足假說，建議研究者重點研究正字法意識對構形學習的影響。 / Fast orthographic learning (FOL) means that an orthographic representation of a word can be learned incidentally after minimal exposure. Up to now, no research has explored the existence of FOL in Chinese. One reason is that it is difficult to create a test of orthographic learning ability. The present research, which includes three studies, was an attempt to investigate FOL in Chinese and the contributing factors of FOL. Study 1 adopted the experimental paradigm of Share (1999) and developed a new FOL test to obtain evidence of FOL among Chinese Grade 2 and 3 students. Study 2 explored whether or not phonological recoding can impact on FOL of both phonetic and non-phonetic compound characters with manipulations that minimized phonological recoding. The experimental and the control groups were exposed to some target pseudo-characters with and without concurrent articulation, respectively. Comparison of FOL obtained by different groups indicated that phonological recoding affected FOL of regular phonetic compound characters, but the effect was small; phonological recoding did not affect FOL of non-phonetic compound characters. Study 3 re-examined the results of Study 2 and explored the effect of semantic information and handwriting on FOL. In different training programs, students learned the pronunciation or the meaning of target pseudo-radicals, or write or look at them a number of times. Then students learned target pseudo-characters containing the target pseudo-radicals in the same condition. The effects of phonological recoding, semantic information and handwriting were evaluated by comparing FOL of the target pseudo-characters. The results indicated that phonological recoding affected FOL of neither regular phonetic compound characters containing unfamiliar phonetics nor semi-regular phonetic compound characters. Besides, handwriting had a significant positive effect on FOL. These results indicated that phonological recoding is not a substantial contributing factor of FOL. Other contributing factors, such as handwriting and semantic information, need further investigation. We proposed the "orthographic learning self- sufficient hypothesis", which suggests that the core contributing factor of FOL is orthographic awareness. / Detailed summary in vernacular field only. / 劉永廣. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 111-116) / Abstracts in Chinese and English. / Liu Yongguang. / Chapter 第一章 --- 研究背景 --- p.12 / Chapter 1 --- 構形表征與構形學習 --- p.12 / Chapter 1.1 --- 構形表征的存在 --- p.12 / Chapter 1.2 --- 構形學習：一個漸進的過程 --- p.15 / Chapter 2 --- 快速構形學習 --- p.16 / Chapter 2.1 --- 快速構形學習的操作性定義 --- p.16 / Chapter 2.1.1 --- 快速構形學習測驗 --- p.16 / Chapter 2.1.2 --- 快速構形學習測驗的重要性 --- p.19 / Chapter 3 --- 語音重編碼對構形學習的影響 --- p.20 / Chapter 3.1 --- 這一問題的理論化--“自我教學假設 --- p.20 / Chapter 3.2 --- 理論爭議：基於項目還是基於發展階段？ --- p.21 / Chapter 3.3 --- 相關實驗證據 --- p.23 / Chapter 3.4 --- 語音重編碼之外：詞彙知識，正字法意識，語義以及書寫 --- p.26 / Chapter 4 --- 構形表征和構形學習的提出對閱讀習得研究的貢獻 --- p.28 / Chapter 5 --- 中文相關研究現狀 --- p.29 / Chapter 5.1 --- 中文正字法系統概況 --- p.29 / Chapter 5.2 --- 中文形音對應規則：規則性效應和一致性效應 --- p.30 / Chapter 5.2.1 --- 形聲字的規則性和一致性 --- p.30 / Chapter 5.2.2 --- 兒童對形音對應規則的掌握和使用 --- p.32 / Chapter 6 --- 本研究的問題提出和研究邏輯 --- p.35 / Chapter 6.1 --- 本研究的問題提出 --- p.35 / Chapter 6.1.1 --- 中文快速構形學習測驗的編制 --- p.35 / Chapter 6.1.2 --- 為何以語音重編碼為研究重點 --- p.37 / Chapter 6.1.3 --- 非形聲字的構形學習 --- p.39 / Chapter 6.1.4 --- 漢字的語音重編碼 --- p.40 / Chapter 6.1.5 --- 為何以二、三年級學生為研究對象 --- p.40 / Chapter 6.1.6 --- 附帶考察的兩個研究問題 --- p.41 / Chapter 6.2 --- 本研究的邏輯 --- p.41 / Chapter 第二章 --- 研究一 中文構形學習測驗的編制及對快速構形學習現象的檢驗 --- p.43 / 預實驗 --- p.43 / 實驗一 --- p.45 / Chapter 第三章 --- 研究二 語音重編碼對快速構形學習的影響（1） --- p.56 / 實驗二 --- p.56 / 實驗三 --- p.62 / 實驗四 --- p.66 / 實驗五 --- p.69 / 實驗六 --- p.72 / Chapter 第四章 --- 研究三 語音重編碼對快速構形學習的影響（2） --- p.77 / 實驗七 --- p.78 / 實驗八 --- p.84 / 實驗九 --- p.86 / 實驗十 --- p.90 / Chapter 第五章 --- 總體討論 --- p.94 / 問題一：快速構形學習是否存在？ --- p.94 / 快速構形學習測驗的編制 --- p.94 / 問題二：語音重編碼是否中文快速構形學習的關鍵影響因素？ --- p.96 / 問題三：快速構形學習能力與其他背景變量是否有關係？ --- p.98 / 問題四：語義信息和抄寫是否對構形學習有影響？ --- p.100 / 構形學習自足假說 --- p.101 / 視覺詞彙學習：形音義三要素的互動 --- p.103 / 中文閱讀習得能力的發展 --- p.104 / 本研究的貢獻 --- p.105 / 不足以及研究展望 --- p.105 / Chapter 附錄一 --- 形音匹配遊戲A --- p.107 / Chapter 附錄二 --- 實驗一中作為閱讀材料的短文例子 --- p.108 / Chapter 附錄三 --- 語義培訓方案的電腦呈現方式 --- p.109 / Chapter 附錄四 --- 主要術語中英文對照表 --- p.110 / 參考文獻 --- p.111