《漢俄合璧韻編》是十九世紀末俄羅斯漢學研究的重要里程碑。該詞典由巴拉第主筆、柏百福增補，前後費時十餘年，1888年於北京同文館出版。《韻編》廣泛收集口語與書面材料的字詞，書中記錄的漢字皆附有以俄文字母拼寫的漢語讀音。本論文即以俄文拼音為基本語料進行語音分析。《韻編》全書以俄文字母排序、以漢語的韻母分組。同一組內的漢字，有相同的聲母和韻母拼音，但沒有形式上的聲調標記；根據歸納結果，隱約依照「陰平、上、去、陽平」的聲調順序分組。本論文將《韻編》的俄文拼音調整為漢語音韻的格式之後，配合相關漢語音韻材料進行音位分析，試圖呈現《韻編》所記錄的語言；並且透過跨材料的比較，整理出本字典音系的語音特點和歷史意義。 　 　　一、平面音系分析。從時空背景和音韻特點來看，《韻編》所記錄的語言，應屬清末的官話。以下呈現漢語音位分析的結果。 聲母：　　p　pʰ　m　f　v　　t　tʰ　n　l　　k　kʰ　x　 　　　　　ts　tsʰ　s　　tʂ　tʂʰ　ʂ　ʐ　　ø 韻母：開　a　aj　aŋ　an　ɨw　ɨ　ɨŋ　ɨn　ə　ɨj　ɚ 　　　齊　jɨ　jɨŋ　jɨn　jə　jɨw　ja　jaj　jaŋ　jan　jaw 　　　合　wə　wɨ　wa　waj　waŋ　wan　wɨj　wɨŋ　wɨn 　　　撮　jwan　jwə　jwɨ　jwɨŋ　jwɨn 其中，有幾個韻母音位（如/jwə/）對應到兩組俄文拼音，只是因為聽感不同而有不同的拼音記錄，沒有系統上的對立。在聲韻配合方面，比較顯著的特色為：唇音不與合口呼、撮口呼韻母相配（除了合口呼單元音韻母）；軟齶音不與齊齒呼韻母相配；捲舌音不與撮口呼、齊齒呼韻母相配（除了齊齒呼單元音韻母）。 　 　　二、歷史比較。本論文將《韻編》音系與中古漢語和《中原音韻》比較，並與其他近現代外國對音材料比較。《韻編》與中古漢語的比較，有幾點特色。1.濁音聲母清化，平聲送氣、仄聲不送氣；2.知、莊、章系聲母多讀為捲舌音；3.不區分尖團音；4.沒有中古的入聲韻尾（塞音韻尾），而併入陰聲韻尾；5.陽聲韻尾則只有軟齶鼻音和齒齦鼻音兩類；6.[io]類韻母來自中古江、宕攝入聲韻。《韻編》與《中原音韻》的比較，比較明顯的是[m]韻尾讀為[n]韻尾，且《韻編》可以呼應若干條《中原音韻》的詞彙讀音註解。《韻編》與其他外國材料比較，不論俄、法、德、葡、英、美，經過音節比對，該時期官話在音韻系統上是相當一致的，沒有巨大的結構上的改變。不過就讀音變體而言，從清末至今，部分讀音漸趨弱化、消失，如韻母[io]弱化而與[üe]併合，但這類讀音的弱化或消失，並不影響整體音位系統。 / One of the most outstanding achievements of Russian Sinology during 19th century was “Chinese-Russian Dictionary” published in 1888. It was compiled by P. I. Kafarov and finished by P. S. Popov. A large number of Chinese characters, words and phrases were collected in this Dictionary, and Russian alphabets were supplementary to each written character for showing Chinese pronunciation. It is the Russian-Chinese transliteration that becomes our basic corpus. 　 　　In the Dictionary, the principle of listing order was by sequence of Russian alphabets, and principle of grouping was by Chinese finals (rhyme). In a group, every character had the same Russian transliteration. However, there was no marker of tone, which is important to distinguish meanings in Chinese language. To solve the problem, the editor or author indistinctly arranged the characters as Yin-ping (陰平 “dark level”), Shang (上 “rising”), Qu (去 “departing”) and Yang-ping (陽平 “light level”) four kinds of tones. After revising the Russian-Chinese transliteration to phonology form, phonetics analysis is possible. We would like to show the language recorded by this Dictionary, and summarize the feature of this language by comparing with different phonetic documents. 　 1. Phonetic analysis on the Dictionary. 　 　　Considering time, space and phonology feature of the Dictionary, we could claim that the language was Mandarin of late-Qing Dynasty. Here are the achievements of phonetic analysis. Initial: 20 initials grouping by place of articulation. 　　p　pʰ　m　f　v　　t　tʰ　n　l　　k　kʰ　x　 　　ts　tsʰ　s　　tʂ　tʂʰ　ʂ　ʐ　　ø Final: 35 finals grouping by jie-yin (介音 “medial; head of rhyme”), in order: kai-kou (開口“open mouth”) with no medial marker, qichi (齊齒“even teeth”) with medial marker /j/, hekou (合口“closed mouth”) with medial marker /w/ and cuokou (撮口“round mouth”) with medial marker /jw/. 　　a　aj　aŋ　an　ɨw　ɨ　ɨŋ　ɨn　ə　ɨj　ɚ 　　jɨ　jɨŋ　jɨn　jə　jɨw　ja　jaj　jaŋ　jan　jaw 　　wə　wɨ　wa　waj　waŋ　wan　wɨj　wɨŋ　wɨn 　　jwan　jwə　jwɨ　jwɨŋ　jwɨn A few of Chinese phonemes of rhymes like /jwə/ matched two Russian spellings. That was just the matter of listening difference and did not influence the phoneme system. Here are some remarkable features about the combination of initial and final. For example, labial consonants did not combine with “closed mouth” and “round mouth” rhyme, except monophthong of “closed mouth” rhyme; velar consonant did not combine with “even teeth” and “round mouth” rhyme, except monophthong of “even teeth” rhyme. 　 2. Historical comparison. 　 　　The Dictionary is compared with mid-ancient Chinese system and Mandarin document “Zhong-yuan Yin-yun”. Here are some remarkable features. First, total voiced initial consonants became devoiced, aspirate as level tone (平聲), while unaspirate as oblique tone (仄聲). Second, retroflex consonants were from Zhi (知), Zhuang (莊), Zhang (章) series in the mid-ancient Chinese. Third, there was no difference between sharp and rounded sounds (尖團音). Fourth, checked tone (entering tone) and its ending consonant were lost. Fifth, nasal endings were only [-n] and [-ŋ], while mid-ancient ending [-m] was lost. Sixth, rhyme [io] was from entering tone of Dang (宕), Jiang (江) rhyme group. Besides, we take some foreign documents in comparison. Our conclusion is that the structure of syllable and language system did not immensely change in that period. We can see that [io] rhyme became weak. Whether [io] rhyme existed or not did not influence the phoneme system.

published_or_final_version / abstract / toc / Education / Master / Master of Education

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

1 Abstract This thesis deals with a handwritten manuscript from the turn of the 18th century called Cžerneg Honza a neb. w Starim zbořenim Zámku Raďiňie. Nad Plzencem Zaklený Kolomaznjk and which elaborates a myth about the Radyně castle from the Pilsen region in the short-story-form. The first part presents a transliterated edition of the text by preserving the original orthography. The second part of the thesis analyses the orthography of the manuscript by building upon the preceding section. It focuses on the structure of the text, punctuation, spelling of consonants and vowels and briefly mentions rare ways of writing proper nouns and the use of capital letters. The analysis situates the orthography of the manuscript into a certain time period and, in the end, it establishes whether the manuscript belongs to the printers' or the scribal orthography. Alternatively, it evaluates whether the written orthography tends to resemble the printers' orthography. In the third section, the transcribed edition of the manuscript is introduced, using the current orthography. This edition makes the text accessible to a broader circle of contemporary readers. Apart from the transcription rules and the list of emendations, the editorial apparatus also incorporates a vocabulary with words, which could possibly be...

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