中国高中英语学习者的语素意识对阅读理解的直接与间接效应
发布时间：2018-10-26 15:34
【摘要】：语素意识在英语阅读理解中扮演着重要的角色。其促进作用已在以拼音文字为母语的英语学习者中得到大量证实,而针对母语为非拼音文字的中国英语学习者的研究较少。由于受到母语经验与有限的英语学习环境的双重影响,语素意识的作用力在中国英语学习者的英语学习中会呈现出其特殊性。而就中国高中英语学习者而言,他们的二语能力尚未发展成熟,而英语学习仍会受到母语影响,那么处在由低水平到高水平的过渡阶段中,语素意识对阅读理解也有其特殊作用。此外,阅读是一种基于语言的能力,而作为语言加工技能的语素意识对阅读的作用可以不同的方式呈现。它既可直接作用于阅读理解,也可能会分别通过词汇层面的单词解码和词汇知识间接地促进阅读理解。基于简单阅读观,本研究旨在探究中国高中英语学习者的语素意识对阅读理解的直接与间接效应。115名高中生作为被试参与了九项测试。利用结构方程模型,我们建构了三个理论模型：一个综合模型(考察四个变量)和两个子模型(词汇知识和单词解码分别在语素意识与阅读理解的关系中单独作为中介变量)。实验结果显示,在综合模型和两个子模型中,语素意识在控制了词汇知识和单词解码的作用后,对阅读理解有直接效应；在综合模型和子模型中,语素意识通过词汇知识或通过单词解码都对阅读理解产生间接效应。本研究印证了语素意识对阅读发展的重要性,首次将中国高中英语学习者作为被试群体进行研究,在前人研究的基础上,揭示了中国英语学习者的语素意识和阅读理解关系所呈现出的动态变化过程。此外,本研究为阅读教学提供了启示。
[Abstract]:Morpheme consciousness plays an important role in English reading comprehension. Its promoting effect has been proved by many English learners whose mother tongue is phoneticize, but there is little research on Chinese English learners whose mother tongue is non-phonetic. Due to the dual influence of mother tongue experience and limited English learning environment, morpheme consciousness exerts its particularity in Chinese English learners' English learning. As far as Chinese senior English learners are concerned, their second language proficiency is not yet mature, and English learning will still be influenced by their mother tongue, so they are in the transition from low level to high level. Morpheme consciousness also plays a special role in reading comprehension. In addition, reading is a language-based ability, and morpheme consciousness, as a language processing skill, can play a different role in reading. It can not only directly affect reading comprehension, but also indirectly promote reading comprehension through word decoding and lexical knowledge at lexical level. Based on the concept of simple reading, this study aims to explore the direct and indirect effects of morpheme awareness on reading comprehension of Chinese senior English learners. 115 high school students participated in nine tests. Using the structural equation model, we construct three theoretical models: a comprehensive model (examining four variables) and two sub-models (lexical knowledge and word decoding as intermediary variables in the relationship between morpheme awareness and reading comprehension, respectively). The experimental results show that morpheme awareness has a direct effect on reading comprehension after controlling lexical knowledge and word decoding in the synthesis model and two sub-models. In both the synthesis model and the submodel, morpheme awareness has indirect effects on reading comprehension through lexical knowledge or word decoding. The present study confirms the importance of morpheme awareness to the development of reading. It is the first time that Chinese senior high school English learners are considered as a group of subjects, on the basis of previous studies. It reveals the dynamic process of Chinese EFL learners' morpheme consciousness and reading comprehension. In addition, this study provides enlightenment for reading teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2296184
[Abstract]:Morpheme consciousness plays an important role in English reading comprehension. Its promoting effect has been proved by many English learners whose mother tongue is phoneticize, but there is little research on Chinese English learners whose mother tongue is non-phonetic. Due to the dual influence of mother tongue experience and limited English learning environment, morpheme consciousness exerts its particularity in Chinese English learners' English learning. As far as Chinese senior English learners are concerned, their second language proficiency is not yet mature, and English learning will still be influenced by their mother tongue, so they are in the transition from low level to high level. Morpheme consciousness also plays a special role in reading comprehension. In addition, reading is a language-based ability, and morpheme consciousness, as a language processing skill, can play a different role in reading. It can not only directly affect reading comprehension, but also indirectly promote reading comprehension through word decoding and lexical knowledge at lexical level. Based on the concept of simple reading, this study aims to explore the direct and indirect effects of morpheme awareness on reading comprehension of Chinese senior English learners. 115 high school students participated in nine tests. Using the structural equation model, we construct three theoretical models: a comprehensive model (examining four variables) and two sub-models (lexical knowledge and word decoding as intermediary variables in the relationship between morpheme awareness and reading comprehension, respectively). The experimental results show that morpheme awareness has a direct effect on reading comprehension after controlling lexical knowledge and word decoding in the synthesis model and two sub-models. In both the synthesis model and the submodel, morpheme awareness has indirect effects on reading comprehension through lexical knowledge or word decoding. The present study confirms the importance of morpheme awareness to the development of reading. It is the first time that Chinese senior high school English learners are considered as a group of subjects, on the basis of previous studies. It reveals the dynamic process of Chinese EFL learners' morpheme consciousness and reading comprehension. In addition, this study provides enlightenment for reading teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关硕士学位论文 前1条
1 张慧;初中生英语语素意识与阅读理解的关系研究[D];山东大学;2013年
，本文编号：2296184
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