大学生英语语音、句法意识与英语阅读水平关系研究

摘要

英语阅读在我国大学英语专业和非英语专业的教学大纲中均有极其重要的地位。但是,现实生活中,很多英语学习者在阅读活动中发生困难,甚至不能进行正常阅读,这种阅读困难的出现使多年的英语学习者不能很好的获取英文信息,阻碍了外语技能的全面发展,因此,研究影响我国英语学习者阅读能力的因素意义深远。西方的研究发现语音意识是预测阅读能力的一个重要因素。语音意识可以使阅读者进行有效的语言分解与合成,建立书面语与口语的对应关系,提高单词识别的速度,促进阅读理解。此外,句法意识与阅读能力的研究表明句法意识测量任务与阅读理解成绩显著相关,因为句法意识有助于读者将被解码的单词组合成有意义的句法群。西方的研究多集中在拼音文字系统中,且多以母语为英语的儿童为研究对象。中文是典型的表意文字,语音和句法上和英语有很大的不同。我国的英语学习者在学习英语时会面临语言参数重新设置的重大挑战。大学生英语学习者是我国未来英语应用的主体,研究他们的英语语音意识和句法意识对英语阅读能力的影响对英语教学有重要意义。本研究以广西师范大学英语专业与非英语专业学生为研究样本,通过系列实验研究,对上述问题进行了探索。研究结果表明:大学生押韵意识的发展要好于音位意识,高级英语学习者的音位意识显著好于低级英语学习者而押韵意识两者没有显著性差异;英语专业学生句法判断和句法改错两项任务的成绩都显著高于非英语专业学生。说明英语专业学生的句法意识总体比非英语专业学生强;英语专业学生语音解码对阅读不具有影响作用,非英语专业学生的语音解码预测各水平的阅读,同时,英语专业和非英语专业的语音意识和句法意识对语音解码都不具有预测作用;高级学习者和低级学习者的语语音意识和句法意识对不同水平的阅读影响不存在差异,也就是说,大学生英语语音意识预测词的阅读,句法意识预测句子和篇章阅读。

目录

Abstract in Chinese

Abstract in English

Chapter 1 Introduction

1.1 Background of the Research

1.2 Objectives of the Research

1.3 Layout of the Thesis

Chapter 2 Literature Review

2.1 Researches on Reading

2.2 Researches on Phonological Awareness

2.2.1 The Definition of Phonological Awareness

2.2.2 Developmental Phases of Phonological Awareness

2.2.3 Researches on the Association of Phonological Awareness and Reading Ability

2.3 Researches on Syntactic Awareness

2.3.1 The Definition of Syntactic Awareness

2.3.2 Researches on Syntactic Awareness and its Relationship with Reading

Chapter 3 Experimental Design

3.1 Participants

3.2 Instruments

3.2.1 Test Paper of English Phonological Awareness

3.2.2 Test Paper of English Syntactic Awareness

3.2.3 Test Paper of English Reading Ability

3.2.4 Test Paper of Vocabulary

3.2.5 Test Paper of Decoding Ability

3.3 Procedures

3.4 Data Processing

Chapter 4 Findings and Data Analysis

4.1 Characteristics and Status of College Students’Phonological and Syntactic Awareness

4.2 Statuses of English and Non-English Majors’Phonological and Syntactic Awareness

4.3 Comparisons of Vocabulary Sizes and Decoding Abilities between English and Non-English Majors

4.4 Comparisons of Decoding Time between High and Low Frequency Words

4.5 Correlation of Phonological Awareness, Syntactic Awareness, Vocabulary Size, Reading Abilities among Different English Levels and Decoding Abilities

4.6 Regression Analysis of Reading Abilities with Phonological and Syntactic Awareness as Independent Variable

4.7 Regression Analysis of Reading Abilities with Decoding Ability as Independent Variable

4.8 Regression Analysis of Decoding with the Related Factors Treated as Independent Variables

Chapter 5 Discussion

5.1 College Students’Phonological and Syntactic Awareness

5.2 Influence of English Sound Decoding on Reading

5.3 English Phonological and Syntactic Awareness Do Not Predict Sound Decoding

5.4 English Phonological Awareness as Predictor for Word Reading, Syntactic Awareness Predict Sentence and Discourse Reading

Chapter 6 Conclusion

6.1 Conclusion of the Study

6.2 Limitations of the Study

6.3 Suggestions for Further Study

Bibliography

Appendices

Appendix A Phonological awareness and syntactic awareness tests

Appendix B Reading ability tests

Appendix C Vocabulary Test

Appendix D Decoding Ability Test

List of Tables

Publications during the Postgraduate Program

Acknowledgements