英语语音意识训练对儿童汉语语音意识和早期阅读能力的影响

摘要

语音意识是影响读写能力发展的重要因素，因此语音意识的研究在近年来得到了更多关注。本研究旨在探索英语语音意识培训对于汉语早期阅读能力的影响，研究对象是以英语作为外语的中国大陆小学生。此研究主要围绕以下三个问题展开:
　　 第一、汉语语音意识与汉语阅读能力是否相关。第二、英语语音意识和汉语早期阅读能力是否相关。第三、英语语音意识培训是否会促进汉语语音意识和汉语早期阅读能力。
　　 本研究选取了山东省即墨市的一所农村小学三年级的两个班。其中一个班为实验班，接受为期八个周的英语语音意识培训，而控制班则不进行相关培训。在实验前后分别对两个班进行英语语音意识、汉语语音意识和汉语阅读能力的测试。英语语音意识测试包括首音意识、韵脚意识和首音-韵脚合并;汉语语音意识包括首音意识、韵脚意识、声调意识以及音位删除;汉语阅读能力包含词语听写和句子的辨认。
　　 通过对两个班实验前后的测试结果进行独立样本t检验和配对样本t检验可以发现实验班的成绩有了显著提高，从而说明了英语语音意识培训对于汉语语音意识和汉语早期阅读能力的发展具有促进作用。而相关分析的结果则说明英语语音意识、汉语语音意识和汉语早期阅读能力之间具有很高的关联性。
　　 本研究对于小学外语教学具有重要的启发意义:小学教学应注重语音意识的教授。然而由于语音意识受很多其他因素的影响，研究对象的选择也存在数量和代表性不足等问题，本研究还存在很多不足。因此，对语音意识的研究还需要进一步改善。

目录

声明

Contents

Abstract

摘要

List of Tables

Chapter One Introduction

1．1．Background of the Study

1．2．Objectives of the Study

1．3．Significance of the Study

1．4．Organization of the Thesis

Chapter Two Literature Review

2．1．The Studies of Phonological Awareness

2．1．1．Definition of Phonological Awareness

2．1．2．Importance of Phonological Awareness

2．1．3．Assessment of Phonological Awareness

2．1．4．Training of Phonological Awareness

2．2．Relationships between Phonological Awareness and Early Reading Abilities

2．2．1．Studies of Phonological Awareness and Early Reading Abilities in English

2．2．2．Studies of Phonological Awareness and Early Reading Abilities in Chinese

2．2．3．Studies of Phonological Awareness and Reading Ability between English and Chinese

Chapter Three Methodology

3．1．Research Questions

3．2．Participants

3．3．Instruments

3．3．1．English Phonological Awareness Tests

3．3．2．Chinese Phonological Awareness Tests

3．3．3．Chinese Reading Ability Tests

3．4．Treatment

3．4．1．Word Awareness and Syllable Awareness Training

3．4．2．Rhyme Awareness Training

3．4．3．Phoneme Awareness Training

3．5．Data Collection and Analysis

Chapter Four Results and Discussion

4．1．Normal Distribution of the Variables

4．2．Correlations among English PA，Chinese PA and Chinese Reading Abilities

4．2．1．Correlations between English Phonological Awareness and Chinese Phonological Awareness

4．2．2．Correlations between Chinese Phonological Awareness and Early Reading Abilities

4．2．3．Correlations between English Phonological Awareness and Chinese Early Reading Abilities

4．3．Effects of Phonological Training

4．3．1．A Comparison of the Results in Both Tests between Experimental and Control Group

4．3．2．Analysis of the Improvements in Both Groups

Chapter Five Conclusion

5．1．Major Findings

5．2．Implications

5．2．1．Theoretical Implications

5．2．2．Practical Implications

5．3．Limitations

5．4．Suggestions for Future Research

References

Appendix Ⅰ Test of Phonological Awareness

Appendix Ⅱ Test of Chinese Early Reading Abilities

Appendix Ⅲ Instruction Materials

Acknowledgements