【摘要】 本文报告了一项关于中国儿童在早期英语学习阶段英、汉语音意识与词/字阅读之间关系的实证研究。70名来自北京一所普通小学的一年级学生参加了实验。实验任务包括区分首音性质(英汉共有首音或独有首音)的英语首音判断和汉语首音判断,及区分词/字性质(熟悉性、规则性、真假性)的英语单词阅读与汉字阅读。验证性因子分析(confirmatory factor analysis)结果显示,一个包含三因子的“熟悉性-首音意识模式”(familiarity-onset awareness model)具有最高拟合优度指数,最佳解释被试在英、汉语音意识和词/字阅读任务里面16个子任务的表现。这三个因子是:熟悉词/字阅读能力、非熟悉词/字阅读能力、首音意识。本研究为第二语言学习过程中的语音意识迁移理论提供了来自非拼音文字为母语背景的有力证据,同时发现中国儿童在早期英语学习阶段使用基于熟悉性的跨语言词汇阅读策略。这一发现暗示了在中国早期英语教学中明确讲授英文系统中“字形-音位”对应关系及其他分析性学习方法(analyticallearning)的重要性,以帮助初学者超越熟悉性影响,培养自由解码(decoding)能力,促进阅读能力的提高。更多还原

【Abstract】 This study investigates the relationship between phonological awareness and word/character reading in Chinese and English.It involves 70 first-grade children in Beijing,China,who speak Mandarin as native language and have studied English as foreign language for one year.Four tasks assessing phonological awareness based on onset-sound type and twelve tasks assessing word/character reading ability based on word/character familiarity and regularity are administered in Chinese and English respectively.Confirmatory factor analysis that compares four models showes that a three-factor model fits the data adequately and thus better explaines children’s performance in the tests.The three factors were: the ability to estimate pronunciations of UNFAMILIAR word/characters,the ability to read FAMILIAR words/characters,and onset awareness.These results indicate phonological awareness transfer and word/character learning strategy transfer in the process of learning an alphabetic language by students from logographic language background in the beginning level.更多还原