汉语拼音是留学生学习汉语时最先接触的语言知识。汉语拼音水平对随后的汉字、词汇学习以及汉语听力和阅读能力发展或许起着至关重要的作用。然而很少有实证研究证明汉语拼音水平对留学生汉语听力和阅读水平的影响。本文以138名在华留学生（初级40名，中级46名，高级52名）为研究对象，采用纸笔测验方式测量他们的汉语拼音转码水平、汉字水平、汉语听力和阅读水平。汉语拼音转码水平测量采用了听写拼音、看汉字写拼音两个任务，探讨汉语拼音转码水平对不同水平在华留学生汉语听力和阅读水平的影响及其具体的影响路径。

      结果发现，（1）两种拼音任务中，听写拼音成绩好于看汉字写拼音成绩。两种拼音任务成绩从初级到中级到高级均有显著进步，说明汉语水平越高，其直接语音转码、汉字语音转码的优势越明显。中高水平学生两个任务间的成绩差距比初级学生要小些，说明其拼音转码水平更均衡稳定；（2）两种拼音任务成绩都对汉语听力和阅读成绩有显著的回归预测力（16%~23%）。初、中、高三水平组中两种拼音任务成绩对汉语听力和阅读成绩的回归路径有所不同，但只有高水平组中两种拼音任务成绩对汉语听力和阅读成绩都有一定的回归预测力；（3）路径分析发现两种拼音任务对汉语听力和阅读水平的影响路径不同。听写拼音的影响路径更广泛，既直接又间接地影响听力理解和阅读理解，看汉字写拼音直接影响阅读理解，对听力理解的影响是通过听写汉字的中介作用实现的。水平间两种拼音任务的影响路径有所变化，初级水平时听写拼音直接影响听力理解、阅读理解，看汉字写拼音对听力理解、阅读理解的影响是通过听写拼音的中介作用实现的。中级水平时主要是看汉字写拼音通过听写汉字间接影响听力理解。高级水平时两种拼音任务都通过听写汉字的中介作用间接影响阅读理解。

      上述结果表明，汉语拼音转码水平对在华留学生的汉语听力和阅读水平有长期持续的影响，且其影响路径是多层次、多通道的。国内汉语教学实践中应重视汉语拼音教学的持续性，提高学生的汉语拼音转码水平。

        Chinese Pinyin is a kind of key knowledge that foreign students are exposed to firstly when learning Chinese, which may play a crucial role in subsequent Chinese character and vocabulary learning, Chinese listening comprehension as well as reading comprehension. But there were few empirical studies investigating the influence of Chinese Pinyin proficiency on Chinese listening and reading abilities. In the present study, 138 foreign students (40 primary students, 46 intermediate students and 52 advanced students) were investigated by a paper-and-pencil test. The Chinese Pinyin transcoding level was measured by Pinyin dictation and Pinyin tagging to explore the effect of Chinese Pinyin transcoding skills on Chinese listening and reading comprehension and the influential paths. 

          The results show that (1) the performance on Pinyin dictation was better than that in Pinyin tagging. The Pinyin scores improved significantly from primary group to intermediate group to advanced group, indicating that there may be more obvious advantages in Pinyin transcoding skills with the development of Chinese proficiency. Moreover, the gap between two Pinyin tasks of intermediate and advanced students was smaller than that in primary students, which indicates that their Pinyin transcoding skills are more balanced and stable. (2) Two kinds of Pinyin tasks significantly contributed to listening comprehension and reading comprehension (16%-23%), although there were some differences among three groups. However, only advanced students’ Pinyin skills influenced both listening comprehension and reading comprehension. (3) Path analysis indicated that Pinyin dictation and Pinyin tagging had different influential paths on listening comprehension and reading comprehension. Pinyin dictation influenced Chinese listening and reading comprehension both directly and indirectly, while Pinyin tagging influenced reading comprehension directly but the effect on listening comprehension is mediated by character dictation. Besides, the influential paths were distinct among groups. When foreign students were at the primary level, Pinyin dictation influenced listening comprehension and reading comprehension directly, and the effect of Pinyin tagging on listening comprehension and reading comprehension was mediated by Pinyin dictation. When they were at the intermediate level, Pinyin tagging influenced listening comprehension through the indirect effect of character dictation. When they were at the advanced level, Pinyin dictation and Pinyin tagging influenced reading comprehension both through the mediating effect of character dictation.

        The results illustrate that Chinese Pinyin has a long-term and deep effect on foreign students' Chinese listening and reading ability, and the influential paths are multi-layered and multichannel. We should highlight the importance of continuous Pinyin teaching and improving foreign students’ Pinyin transcoding proficiency.