An ERP Study Of Expertise And Orthographic Processing In Chinese Characters Recognition Of Chinese Second Language Learners

In recent years,with the development of cognitive linguistics and brain imaging technology,researchers can carry out non-invasive research on the changes of brain activity in the process of text cognition.Combined with brain imaging technology and cognitive psychology research methods,exploring the psychological mechanism of Chinese character recognition in Chinese second language acquisition will help to provide a theoretical basis for language cognitive processing for Chinese second language acquisition and provide theoretical reference for teaching practice.First of all,this study Sort out the concept and research results of word cognitive processing and summarizes the results of word cognitive processing of second language learners.Secondly,this study combines the expert recognition of words with orthographic processing,deeply discusses the cognitive psychological mechanism of words,and compares the cognitive processing process of advanced Chinese bilinguals with that of native speakers.to investigate the differences of Chinese character processing mechanism between Chinese second languages and native speakers.The experimental results show that:First,there is no significant difference between Chinese native speakers and second languages in P100,indicating that Chinese native speakers and Chinese native speakers have formed similar physical processing ability of Chinese character representation;in N170,the two groups of subjects showed category selectivity for Chinese characters and line drawings,reflecting a similar ability of visual expertise.Second,there is no difference in orthographic processing between native speakers and Chinese second languages in terms of N170.In N250,native speakers showed typical orthographic sensitivity,showing significant left-lateralization,while Chinese bilinguals did not show orthographic sensitivity in N250.The results show that the N170 component is not the symbol of orthographic processing,but only reflects the visual processing of stimuli,while the N250 component reflects the orthographic cognitive mechanism of Chinese character recognition,and high-level Chinese bilinguals have not reached the cognitive processing level of native speakers.Third,Indonesian subjects showed significant left-lateralization of Indonesian real words,pseudo-words and non-words on N170 and N250,but did not show a significant difference in orthographic method,indicating that alphabetic word recognition showed a left-lateralization trend,but the orthographic method was relatively shallow.failed to reflect the sensitivity of orthography.Finally,there are some suggestions about Chinese characters teaching.First,The repetition rate of Chinese characters should be properly improved in the compilation of teaching materials;second,teachers should systematically sum up Chinese characters and cultivate students’ awareness of square characters in classroom teaching;third,students should pay attention to the writing methods of Chinese characters and expand their literacy,and form the consciousness of expertise and orthography in this process.