Paradigmatic Analysis of Chinese Word Reading: Research Findings and Classroom Practices

摘要: This chapter first examines the morphosyllabic or phonosemantic nature of Chinese, and discusses paradigmatic analysis in emphasizing a network linguistic connections analytic Chinese word reading. There is strong evidence from experimental psychology that “universal” phonological principle also applies to lexical access Chinese. Studies processing relating manipulation speech sounds by adults Beijing, children Taiwan Hong Kong, university students Kong are discussed. Careful analyses these studies suggest need examine variables, especially internal structure syllable pertaining sonority contour spoken perception production, intervocalic consonants, initial (onset) final (rime) including tone assignment syllables. The precise role variables relation learning read spell still needs investigation. language, linguistics classroom practices all emphasize integrative shape, sound meaning characters. approach supported psychological principles redundancy precision promoting representation.