Eye Movement Characteristics In Sentence Reading Of Tibetan And Chinese College Students

This paper, which employs six kinds of sentence pattern as experimental material, chooses five Chinese college students, five Tibetan college students with basic Chinese knowledge and five Tibetan college students with advanced Chinese knowledge to analyze the influence of word stroke number and phrase type on cognitive approach among Chinese and Tibetan college students from the perspectives of words, phrases, sentences. Combined with cognitive theories, conclusions have been made from statistics as following:(1) Chinese college students and Tibetan college students with advanced Chinese knowledge share some similarities in sentence reading:national main effect is not obvious, in which reading time is affected by word frequency strongly and high-frequency words recognition time is shorter than low-frequency words; High-frequency words is less affected by the number of strokes and Low-frequency words is greatly affected by the number of strokes, what’s more, stroke number is directly proportional to the length of reading time in low-frequency words’ cognition. For Tibetan college students with basic Chinese knowledge, it is word frequency that affects their word recognition in sentence reading. Reading speed is proportional to their Chinese language levels.(2) Chinese college students and Tibetan college students with advanced Chinese knowledge share some similarities in phrase type recognition:the number of fixation points and the length of fixation duration in verbal phrases’ reading is slightly bigger than that in nominal phrases’ reading. The only difference between them is that he number of fixation points and the length of fixation duration for Tibetan college students with advanced Chinese knowledge is bigger for Chinese college students. For Tibetan college students with basic Chinese knowledge, the length of fixation duration in verbal phrases’reading is shorter than that in nominal phrases’reading, however, compared with another two types of students, there exists no disciplines in the number of fixation points, which shows that Tibetan college students with basic Chinese knowledge in sentence processing is still in the primary stage of Chinese learning, and their grasp of the information of the sentence stays at the bottom of the, needing identify types of phrases for processing through regression.(3) The level of mastering a language directly influence information extracting and processing time in cognitive processing. Tibetan college students with advanced Chinese knowledge extracts and process Bikuang phrase at the lowest speed; Tibetan college students with basic Chinese knowledge extract and process Lianwei phrase, Jianyu phrase, Bikuang phrase, Zhuwei phrase, Dongbing phrase, Pianzheng phrase and Zhongbu phrase at a relatively low speed, so the teacher in the process of Chinese teaching for minorities should strengthen the teaching and practice of those sentence types. It is suggested that the teacher in the process of Chinese teaching for minorities should strengthen the teaching and practice of sentence structure identification, getting rid of the obstacles in the process of sentence cognition.