中国儿童英语拼读与阅读能力相关性的研究

发布时间：2018-04-26 02:07

本文选题：英语拼读 + 音位意识　；参考：《东北师范大学》2015年硕士论文

【摘要】：早在18世纪90年代,英语拼读(phonics)出现于美国阅读教学中。直到20世纪60年代英语拼读的教学才在西方语言学领域引起广泛的关注。在20世纪90年代英语拼读教学在教学上代替了全词法教学。之后的年代里,关于两种教学方法的讨论没有停歇。大多数有关英语拼读教学的研究都与儿童单词解码能力、阅读能力关系展开,但其研究对象均是以英语为母语的儿童。针对英语作为第二外语的初学者的阅读能力方面的研究寥寥无几。本研究以中国儿童作为研究对象,在完成系统英语拼读学习后,分阶段对其英语阅读能力的研究从以下三个方面展开:第一,探索中国儿童英语拼读与阅读能力的相互关系;第二,研究英语拼读中三个阶段的英语语音能力与阅读能力的关系,并得出英语拼读对中国儿童英语阅读水平的影响,及适合中国儿童的英语拼读发展的规律;第三,通过数据分析,总结出中国儿童的英语拼读能力发展的特点。本实验的研究对象是河北省秦皇岛市开发区第一中学附属小学二年级的86名中国儿童,这些中国儿童均来自中国家庭环境,并没有接受过正规系统的英语拼读训练。本研究分三个阶段对正接受系统英语拼读教学的中国儿童进行英语拼读和阅读测试。第一个阶段为学生在26个字母的认读、字母在单词中的发音、押韵意识和音位认识的学习完成后进行测试;第二个阶段为学生学习辅音字母组合认读、押韵意识、音位意识和音节后,进行押韵,音位,音节和阅读测试;第三个阶段为学生学完元音字母组合认读、押韵意识、音位意识和规则单词与不规则单词的认读后进行语音拼读和阅读测试。通过从三个阶段测试的数据进行分析,得出相应结论。本实验的研究结果如下:首先,本研究证明了中国儿童英语拼读的掌握与英语阅读能力成正向相关的关系;其次,中国儿童英语拼读能力的发展遵循了以英语为母语的国家儿童英语拼读能力发展的特点,即由易到难,从字母认知和字母发音到音位分析。按着字母认知、字母发音、字母组合发音、押韵意识、音位意识、音位分析的顺序发展。然而,针对中国儿童英语拼读能力的研究又发现了其特殊之处,中国拼音的音位意识与英语拼读能力发展有正向相关关系。中国儿童的音位分析与音位意识同时发展,优先于单词解码发展,与单词认读和英语阅读能力成正相关关系。上述研究结果证明了英语拼读学习有助于英语初学者语音意识、音位意识、单词解码、拼读能力与阅读能力的培养与提高。
[Abstract]:As early as the 18 th-90 s, English phonetics appeared in American reading teaching. It was not until the 1960 s that the teaching of English spelling attracted wide attention in the field of western linguistics. In the 1990 s, English spelling teaching took the place of all-word teaching. In the years that followed, there was no pause in the discussion of the two teaching methods. Most of the researches on English spelling teaching are related to children's ability to decode words and their reading ability, but the subjects are all children whose mother tongue is English. There is little research on the reading ability of English as a second language learner. This study takes Chinese children as the research object. After completing the systematic English spelling learning, the research on their English reading ability is carried out in three stages: first, exploring the relationship between Chinese children's English spelling and reading ability; Secondly, the relationship between English phonetic ability and reading ability in three stages of English spelling is studied, and the influence of English spelling on Chinese children's English reading level and the rules of English spelling development suitable for Chinese children are obtained. Through the analysis of data, this paper summarizes the characteristics of the development of Chinese children's English spelling ability. The subjects of this study are 86 Chinese children in Grade 2 of the first Middle School affiliated to the first Middle School in Qinhuangdao City, Hebei Province. These Chinese children are from Chinese family environment and have not received formal English spelling training. In this study, three stages of English spelling and reading tests were conducted on Chinese children who were undergoing systematic English spelling teaching. The first stage is the students' recognition of the 26 letters, the pronunciation, rhyme awareness and phonological awareness of the letters in the word are tested after the completion of the study; the second stage is the students learning consonant combination recognition, rhyme awareness, After phonological awareness and syllable, rhyme, phoneme, syllable and reading test were performed. Phoneme awareness and recognition of regular words and irregular words were examined after phonetic spelling and reading. By analyzing the data of the three-stage test, the corresponding conclusions are drawn. The results of this study are as follows: firstly, this study proves that the mastery of Chinese children's English spelling has a positive correlation with their English reading ability; secondly, The development of Chinese children's English spelling ability follows the characteristics of the development of children's English spelling ability in the native English-speaking countries, that is, from easy to difficult, from alphabetic cognition and pronunciation to phoneme analysis. The development of alphabetic cognition, alphabetic pronunciation, alphabetic combination pronunciation, rhyme consciousness, phonological awareness, phonetic analysis. However, the study of Chinese children's English spelling ability has found its special features, and there is a positive correlation between phoneme awareness and the development of English spelling ability. Chinese children's phoneme analysis and phoneme consciousness developed simultaneously, which took precedence over word decoding and had a positive correlation with word recognition and English reading ability. The results show that English spelling learning is helpful to the cultivation and improvement of English beginners' phonological awareness, phonological awareness, word decoding, spelling ability and reading ability.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

【参考文献】