汉字是汉语二语学习的重难点。汉字的形、音、义对学习者来说都会呈现出不同程度的困难，其中以字形学习难度尤为突出。图解汉字学习，是指学生使用形象生动的图解汉字来学习汉字形、音、义的一种方法。前人的教学研究表明，图解汉字教学法有助于学习者的汉字学习，但学习者自行使用图解汉字进行汉字自学时，是否也有促进作用目前尚未有相关研究。因此本文设计了图解汉字自学学习法，探讨该法对入门阶段英国汉语二语学习者汉字学习的作用。

本研究采用psychopy软件设计测试程序，通过pavlovia网站发布了线上测试。对英国朴茨茅斯大学汉语入门早期阶段30名学生、入门中期阶段的20名学生进行了三轮测试，其中前两次为学习后的即时测试（E1、E2），学习的汉字数量分别为12个和18个汉字。第三次为延迟复习测试，测试数量为前两次学习的总和（30个汉字）。每次学习后的测试任务有四个：字形再认判断、字音匹配判断、字义匹配判断和精细字形辨析。结果发现：（1）汉字学习量对图解汉字学习法的有效性有影响，当汉字数量为12个汉字时，图解组与控制组的正确率并未出现显著差异；而当汉字数量为18个汉字时，图解汉字学习法的成绩优于控制组；（2）英国入门阶段汉语学习者的汉字学习在不同任务下表现出一定差异，认知深度较浅的字形再认判断任务正确率最高，随后依次为字音匹配判断、字义匹配判断和精细字形辨析判断；（3）英国入门早期、中期汉语学习者图解组E2的字音匹配判断任务、控制组E1的字形再认判断任务与E2的精细字形辨析任务的反应时出现显著水平差异，即入门中期学习者汉字测试任务的反应时快于入门早期的学习者；（4）在E1、E2的汉字延迟测试中，图解组测试任务的正确率高于控制组汉字。

上述结果表明，（1）汉字的识记量会影响图解汉字学习法的有效性，当汉字达到一定数量，图解汉字学习法才会产生效果。（2）对于汉字学习而言，图解汉字学习法更有利于汉字长期记忆。

Chinese characters are important and difficult in learning Chinese as a second language. The form, sound and meaning of Chinese characters present different degrees of difficulties to learners, especially in the form of learning difficulty. Diagrammatic Chinese character learning refers to a method that students use vivid diagrammatic Chinese characters to learn Chinese characters, sounds and meanings. Previous studies have shown that the diagrammatic Chinese character teaching method is helpful to learners' Chinese character learning, but there is no relevant research on whether the diagrammatic Chinese character teaching method can also promote learners' Chinese character self-study. Therefore, this paper designs an illustrated Chinese character self-learning method to explore the effect of this method on the Chinese character learning of English second language learners at the entry stage.

In this study, psychopy software was used to design a test program and online tests were published through pavlovia website. Three rounds of tests were conducted on 30 students in the early stage of Chinese introduction and 20 students in the middle stage of Chinese introduction in the University of Portsmouth, UK. The first two tests were immediate tests after learning (E1 and E2), and the number of Chinese characters learned were 12 and 18 respectively. The third time is a delayed review test, and the number of tests is the sum of the previous two studies (30 characters). There are four test tasks after each learning: font recognition judgment, word sound matching judgment, word meaning matching judgment and fine font discrimination. The results show that: (1) the learning amount of Chinese characters has an effect on the effectiveness of the graphic Chinese characters learning method. When the number of Chinese characters is 12, there is no significant difference in the accuracy between the graphic group and the control group; When the number of Chinese characters is 18, the results of the graphic Chinese character learning method are better than those of the control group. (2) English learners at the beginning stage of Chinese language learning showed certain differences in the performance of Chinese characters under different tasks. The correct rate of font recognition task with shallow cognitive depth was the highest, followed by word sound matching judgment, word meaning matching judgment and fine font discrimination; (3) There were significant differences in the response time of the E2 word pronunciation matching task in the graphic group, the E1 character recognition judgment task in the control group and the E2 fine character discrimination task in the British learners in the early and middle stages of Chinese learning, that is, the response time of the learners in the middle stages of Chinese learning was faster than that of the learners in the early stages of Chinese learning; (4) In the Chinese character delay test of E1 and E2, the accuracy of the graphic group was higher than that of the control group.

The above results show that (1) the memorization of Chinese characters will affect the effectiveness of the graphical Chinese character learning method, and the graphical Chinese character learning method will be effective only when the number of Chinese characters reaches a certain level. (2) For Chinese character learning, graphic Chinese character learning is more conducive to long-term memory of Chinese characters.