【作者】 马琳；

【导师】 王志强；

【作者基本信息】 辽宁师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 语音意识(phonological awareness)属于一种语音加工技能。在本研究中语音意识即个体对不同语音单位进行一致性判断的能力。汉语语音意识具体是指音节意识、首音意识和韵脚意识。语音意识是提升学生识字能力,促进其阅读发展的基础之一,所以语音意识研究应是培智学校学生语言发展研究领域的重点内容之一。本研究以30名培智学校学生作为研究对象,采用测验法,辅之以观察法,研究工具为研究者自行编制的《语音意识测验》。测验包括了音节一致性判断任务、首音一致性判断任务和韵脚一致性判断任务,来考察学生的汉语语音意识加工特征。本研究通过现场记录和录音的形式收集数据,采用SPSS22.0进一步分析和整理数据。研究发现,在音节意识部分,培智学校学生基于不同等级的音节意识无显著差异,智力障碍学生和孤独症谱系障碍学生的音节意识能力相当。在首音意识部分,培智学校学生基于不同发音部位和发音方式的首音意识均具有显著差异,智力障碍学生和孤独症谱系障碍学生的首音意识能力相当。按照不同发音方式来看,培智学校学生的具体表现由高到低依次为擦音、塞擦音、塞音、鼻音和边音;按照不同发音部位来看,培智学校学生的具体表现由高到低依次为舌尖中音、舌尖后音、舌面前音、双唇音、舌尖前音、舌面后音和唇齿音。从首音意识偏误来看,培智学校学生在区分送气音与不送气音、塞擦音与擦音之间存在较大的困难。在韵脚意识部分,培智学校学生基于不同结构的韵脚意识不具有显著差异,孤独症谱系障碍学生的韵脚意识能力明显好于智力障碍学生。从韵脚意识偏误来看,培智学校学生在区分舌位相同的韵母、主要元音相近的韵母、起始元音相近的韵母之间存在较大的困难。此外,本研究从学生的能力和教师的语音教学两方面对上述结果的原因进行了分析,研究认为,影响培智学校学生语音意识发展的学生自身因素在于其认知能力和学业适应能力的高低,而教师语音教学中的问题具体包括教师口语标准化程度不高、对学生错误发音未进行及时纠正和忽视对语音结构的教学。在此基础上,研究者对今后培养学生汉语语音意识、促进培智学校语音教学以及培智学校学生汉语语音意识研究提供了可行性建议。在培养学生语音意识和促进培智学校语音教学方面,培智学校要做到开展丰富的语音意识活动、规范培智学校语音教学和重点关注首音意识和韵脚意识偏误;在培智学校学生汉语语音意识研究方面,研究者要做到进一步增加被试数量、进一步丰富和考查干扰备择项以及开展多种形式的语音意识研究。更多还原

【Abstract】 Phonological awareness is a kind of speech processing skill.In this study,phonological awareness refers to the ability of individuals to judge the consistency of different phonological units.Chinese phonological awareness specifically refers to syllable awareness,initial awareness and rhyme awareness.Phonological awareness is one of the bases for improving students’ literacy ability and promoting their reading development,so the study of phonological awareness should be one of the focuses in the field of students’ language development.In this study,30 students from the school for intellectual disability were selected as the research object.Using the test method,supplemented by the observation method,the research tool was the phonological awareness test compiled by the researcher.The test included the task of judging syllable consistency,the task of judging initial consistency and the task of judging rhyme consistency,to examine the processing characteristics of students’ Chinese phonological awareness.In this study,data were collected in the form of field records and sound recordings,and SPSS22.0was used to further analyze and collate the data.The study found that there was no significant difference in the syllable awareness among the students based on different levels,and that students with intellectual disability and autism spectrum disorders had the same level of syllable awareness.In the part of initial awareness,initial awareness of the students was significantly different based on different pronunciation parts and pronunciation ways.According to different ways of pronunciation,the specific performance of the students from high to low was fricative,affricate,plosive,nasal and lateral.According to the different pronunciation parts,the specific performance of the students from high to low was blade-alveolar,blade-palatal,dorsal,bilabial,supradental,velar and labiodental.From the perspective of initial awareness bias,the students had great difficulties in distinguishing aspirated sound from unaspirated sound,affricate and fricative.In the part of rhyme awareness,there was no significantdifference in rhyme awareness based on different structures among the students,and the ability of rhyme awareness among students with autism spectrum disorders was significantly better than that of students with intellectual disability.From the perspective of rhyme awareness bias,the students had great difficulties in distinguishing rhyme with the same tongue position,rhyme with similar main vowels and rhyme with similar initial vowels.In addition,this study analyzed the reasons for the above results from two aspects: students’ ability and teachers’ phonetic teaching.According to the research,the students’ cognitive ability and academic adaptability were the main factors affecting the development of phonological awareness of the students.The problems in teachers’ phonetic teaching included the low degree of standardization of teachers’ oral language,the failure to correct students’ wrong pronunciation and the neglect of teaching the phonetic structure.On this basis,the author provided some feasible suggestions on how to train students’ Chinese phonological awareness,how to promote the phonological teaching in the schools and how to conduct a study of students’ Chinese phonological awareness in the schools.In terms of training students’ phonological awareness and promoting the phonological teaching in the school,the school should carry out rich phonological awareness activities,standardize the phonological teaching in the school and focus on the errors of initial awareness and rhyme awareness.In terms of conducting a study of students’ Chinese phonological awareness in the schools,researchers should further increase the number of subjects,further enrich and examine the interference alternatives,and carry out various forms of phonological awareness research.更多还原