The Effects Of Chinese Word Boundaries On Learners In The Beginning Level

Chinese has no word boundaries displayed on texts and it is not a problem to Chinese native speakers when they read and comprehend this kind of text.On the contrary,if the text is added by word boundaries,it will interfere with eyes movement of native speakers;this research is aimed at the reaction when beginning foreign learners read this kind of Chinese text.Will they have no problem as well as native speakers and what are the differences between them?Based on this question,we will separate this research into five chapters:In chapter one,we will introduce the origin of this question and existed researching findings here and abroad.We lead to this point by discussing the Chinese words development but Chinese texts falling behind.According to the former research findings,we make beginning learners from Romania our subjects and the plan of experiments.In chapter two,we start from the brief introduction of Romanian history to figure out how Romanian language becomes and its features.In chapter three,we explain the preparation works before the experiments including the samples of test texts,the definition of Chinese word,and standards of judgement.In chapter four,it contains three different experiments.The first one is the word-split.We set two arguments,the length and the difficulty of sentences,to observe their splitting behaviors and find out that the length has no influence on word splitting but the difficulty shows the significant effects.Foreign beginners have the awareness of Chinese word and their reading model is bottom-up.The splitting behaviors are affected by the part of speech and the meaning of a word.The results of splitting most are based on Chinese words and some are phrases;the second one is the research on affects that different styles of Chinese texts displayed can cause on the efficiency of reading.It is a further research based on the first one and tries to figure out the connection between the size of reading units and subjects.The result shows that the text displayed word by word runs the best times but there are no significant differences on comprehension;the last one is about teaching experiment.It is based on the second one and tries to find out that if the text displayed word by word is justified for teaching beginners.We find that there is no difference between the experimental group and contrast group when they are reading each of their familiar texts.But the experimental group is reliant on the text displayed word by word.This kind of text is not the best reading text for beginners.In chapter five,it is about conclusions and advises.We summarize the conclusions from chapter four and put forward that the utility of text displayed word by word should under the scope of one’s language ability.It only can be used to help teaching activities but never be the reading materials.All of the statistics from experiments are analyzed by SPSS and the reports are based on psychology and linguistics.We explain the ability and strategy of reading by theories of psychology and analyze the result and conclusion by linguistics.