Primary Chinese Semantic-Phonetic Compounds Pronunciation Rules Mining and Visualization

• Main Authors: Chien-hui Hsu, 徐千惠
• Other Authors: Meng-feng Tsai
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/05887166411753898901

碩士 === 國立中央大學 === 資訊工程學系 === 101 === There are twenty percent of people who learn Chinese as a mother tongue in the world. Because China’s economy is growing rapidly in the recent years, learning Chinese as a second language is regarded as a more and more important training, and the number of Chinese learners increases multiple times, too. Moreover, the overseas Chinese population is about fifty million. Because the society of Taiwan has transferred, the foreign spouse and mainland China spouse population has risen from 230 thousand in 2002 to 440 thousand now in Taiwan. The foreign spouse population is more than 146 thousand. We can see that the demand and the importance of Chinese teaching have increased continuously from such a tendency. Language learning can be divided into the oral language learning and the written language learning. For the learners who learn Chinese as a second language, even if they have the basic Chinese oral abilities, they are still hard to read and write Chinese characters since the shapes of Chinese characters do not represent their pronunciations directly. On the other hand, if English learners have the basic English oral abilities, they are easy to read and write English through learning English alphabetic system. In order to fit the background of the Chinese learners, the phonetic component teaching is adopted to assist Chinese learners in composing modern Chinese characters and learning the derived characters further. It is the basic and efficient Chinese teaching method. In the phonetic component teaching, the learners can find the clues to both the pronunciations and the meanings of Chinese characters, and semantic-phonetic compounds are exactly proper to teach the Chinese learners. There are 80.5% semantic-phonetic compounds in the 7000 common Chinese characters, and most of them are formed with one semantic component and one phonetic component. If we can emphasize the clues to the pronunciations of Chinese characters, the phonetic component teaching and Chinese researches will be improved. Association rule mining was applied to discover such knowledge, and the results are called the pronunciation rules of semantic-phonetic compounds. This approach found the key factors of phonetic components which have the strong connection with the pronunciations of semantic-phonetic compounds and then provided Chinese learners and Chinese researchers with the primary pronunciation rules of semantic-phonetic compounds. With the knowledge of Chinese linguistics, we constructed the hierarchical Chinese pronunciation structure and discovered the hierarchical pronunciation rules. These rules are the overview of the pronunciations of semantic-phonetic compounds and aid both Chinese learning and Chinese researches. Therefore, they can learn the pronunciations of Chinese characters not only in the general aspect but the specific aspect. These rules were represented in visualization and the simple, memorable and understandable system was designed to assist both the Chinese literacy teaching and Chinese researches.