3-5年级儿童语音加工能力的发展与语文成绩的关系

发布时间：2018-05-01 10:34

本文选题：语音加工能力 + 语音意识　；参考：《天津师范大学》2017年硕士论文

【摘要】：语音加工能力(phonological processing skill,PPS)是指个体在处理口头和书面语言的过程中,对语言的声音方面的信息(比如,语言的发音)的操纵和运用的能力,它在个体对书面语言和口语进行处理的过程中,对语音信息的获得和使用起着非常重要的作用。语音加工能力由语音意识、语音命名速度和语音工作记忆三个子成分构成。本研究先对儿童语音加工能力的发展进行系统性的考察,之后探讨语音加工能力与小学儿童语文成绩的关系。论文共有两项研究组成:研究一:考察小学儿童语音加工能力的发展特点。采用语音意识测验(包括音位删除测验、韵母觉察测验、声调觉察测验、声母觉察测验)、语音命名速度测验(包括数字快速命名测验和颜色快速命名测验)和语音工作记忆测验(包括数字广度测验和言语工作记忆测验)来测量语音加工能力。选取小学三、四、五年级学生为研究对象,其中45名男生,47名女生。结果表明:儿童语音加工能力随年级增长得到了迅速发展,且总体来看,男生的语音加工能力要弱于女生的语音加工能力:(1)儿童语音意识随年级增长都得到了快速发展,但音位意识、韵母和声母意识以及声调意识的发展特点不同,其中前者发展最为缓慢,后者发展最为迅速,而韵母与声母意识的发展介于两者之间;只有音位意识存在性别差异,男生的音位意识水平显著低于女生的音位意识水平。(2)儿童语音命名速度随年级增长而发展,数字快速命名能力和颜色快速命名能力随年级增长而快速发展,而男生的颜色快速命名能力差于女生的颜色快速自动命名能力。(3)儿童语音工作记忆随年级增长而发展,数字广度和言语工作记忆在三年级到五年级均呈现稳定快速的发展趋势;男生的数字广度和言语工作记忆均低于女生。(4)儿童语音加工能力的发展不仅受到年级的影响,其三个子成分之间也有非常大的相互作用。研究二:探讨语音加工能力与儿童语文成绩的关系。对被试期末语文考试成绩进行相关分析和回归分析。结果表明:语音加工能力与语文成绩之间存在正相关,语音加工能力能够对语文成绩起到预测作用。(1)不同语音加工能力与语文成绩的相关关系表现出年级差异:·三年级语文成绩只与言语工作记忆有关;四年级语文成绩与声母意识、音位意识和言语工作记忆有关;五年级语文成绩与数字快速命名有关。(2)不同语音加工能力对语文成绩的预测作用表现出年级差异:三年级言语工作记忆对语文成绩的预测力最大;四年级声母意识对语文成绩预测力最大;五年级数字快速命名能力对语文成绩有最大的预测作用。
[Abstract]:Phonological processing skills refers to the ability of an individual to manipulate and use information about the sound of a language (for example, the pronunciation of a language) during the processing of spoken and written language. It plays an important role in the acquisition and use of phonetic information in the process of individual processing of written and spoken language. Speech processing ability consists of three sub-components: phonological awareness, speech naming speed and phonological working memory. In this study, the development of children's phonological processing ability was systematically investigated, and then the relationship between phonological processing ability and primary school children's language achievement was discussed. There are two studies in this paper: one is to investigate the developmental characteristics of primary school children's phonological processing ability. Phonological awareness tests (including phonetic deletion test, vowel awareness test, tone awareness test), The phonetic processing ability was measured by initial consonant awareness test, phonetic naming speed test (including digit fast naming test and color fast naming test) and phonetic working memory test (including digit span test and speech working memory test). The third, fourth and fifth grade students of primary school were selected as the research objects, among them 45 boys and 47 girls. The results showed that the phonological processing ability of children developed rapidly with the increase of grade, and in general, the phonological processing ability of boys was weaker than that of girls (1) the phonological awareness of children developed rapidly with the increase of grade. However, phonological consciousness, vowel, consonant consciousness and tone consciousness develop with different characteristics, the former develops most slowly, the latter develops most rapidly, and the vowel and consonant consciousness develops between them. The phonological awareness of boys was significantly lower than that of girls. (2) the rate of phonetic naming of children developed with the increase of grade. The ability of digital fast naming and fast color naming developed rapidly with the increase of grade, while the ability of fast color naming of boys was worse than that of girls. 3) the phonetic working memory of children developed with the increase of grade. The number span and speech working memory showed a steady and rapid development trend from the third to the fifth grade, the number span and the speech working memory of the boys were lower than that of the female students.) the development of the phonological processing ability of the children was not only affected by the grade. There is also a very large interaction among its three subcomponents. Study two: to explore the relationship between phonological processing ability and children's language achievement. The final language test scores were analyzed and analyzed by regression analysis. The results show that there is a positive correlation between speech processing ability and language achievement. Phonological processing ability can predict language achievement. 1) the correlation between different phonological processing ability and Chinese achievement shows grade difference: the third grade language achievement is only related to speech working memory, the fourth grade Chinese achievement and consonant consciousness. Phoneme consciousness is related to verbal working memory; The prediction effect of different phonological processing ability on Chinese achievement shows grade difference: the third grade speech working memory has the best ability to predict Chinese achievement; The consonant consciousness of grade 4 has the greatest ability to predict the Chinese achievement, and the ability of fast naming of the fifth grade has the greatest predictive effect on the Chinese score.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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