元语言意识与口语词汇对汉语儿童英语听力理解的作用

发布时间：2021-01-26 07:17

　　听力理解是二语习得的重要成分,但已有研究对影响汉语儿童英语听力理解的语言认知技能关注甚少。本研究探讨了元语言意识（语音意识、语素意识和正字法意识）和口语词汇对汉语儿童英语听力理解的影响。研究以103名五年级和六年级的汉语儿童为被试,对其英语语音意识（音位删除）、语素意识（屈折语素、派生语素和复合语素）、正字法意识、口语词汇以及英语听力理解进行了测试。回归分析和中介分析的研究结果表明:1)英语屈折语素、音位删除和复合语素显著预测汉语儿童英语口语词汇的水平;2)英语口语词汇、复合语素和正字法意识对汉语儿童的英语听力理解有独立的直接贡献;3)复合语素和正字法意识还以口语词汇为中介对汉语儿童英语听力理解产生影响。本研究为汉语儿童二语听力模型的构建以及二语听力教学提供了重要参考。 

【文章来源】： 柯嘉敏 福建师范大学

【文章页数】：74 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Research Background and Research Questions
    1.2 Significance of the Study
    1.3 Structure of Thesis
Chapter Two Literature Review
    2.1 Theoretical Models
        2.1.1 Processing of Listening Comprehension
        2.1.2 Strategies of Listening Comprehension
        2.1.3 Section Summary
    2.2 Defining of Terms
        2.2.1 Metalinguistic Awareness
        2.2.2 Oral Vocabulary
    2.3 Relations of Metalinguistic Awareness and L2 Listening Comprehension
        2.3.1 Phonological Awareness and L2 Listening Comprehension
        2.3.2 Morphological Awareness and L2 Listening Comprehension
        2.3.3 Orthographic Awareness and L2 Listening Comprehension
    2.4 Relations of Oral Vocabulary and L2 Listening Comprehension
    2.5 Relations of Metalinguistic Awareness and Oral Vocabulary
        2.5.1 Phonological Awareness and Oral Vocabulary
        2.5.2 Morphological Awareness and Oral Vocabulary
        2.5.3 Orthographic Awareness and Oral Vocabulary
Chapter Three Method
    3.1 Research Questions
    3.2 Participants
    3.3 Measures
        3.3.1 English Phonological Awareness
        3.3.2 English Morphological Awareness
        3.3.3 English Orthographic Awareness
        3.3.4 English Oral Vocabulary
        3.3.5 English Listening Comprehension
    3.4 Research Procedure
Chapter Four Results
    4.1 Data Issues and Descriptive Statistics
    4.2 Contributions of Metalinguistic Awareness to Oral Vocabulary
    4.3 Contributions of Metalinguistic Awareness and Oral Vocabulary toListening Comprehension
    4.4 Test of the Mediation Model
Chapter Five Discussion
    5.1 Contributions of Inflectional Morphology,Phoneme Deletion andCompounding Morphology to Oral Vocabulary
        5.1.1 Morphological Awareness and Oral Vocabulary
        5.1.2 Phonological Awareness and Oral Vocabulary
    5.2 Contributions of Oral Vocabulary,Compounding Morphology andOrthographic Awareness to L2 Listening Comprehension
        5.2.1 Oral Vocabulary and Listening Comprehension
        5.2.2 Compounding Morphology and Listening Comprehension
        5.2.3 Orthographic Awareness and Listening Comprehension
    5.3 The Mediating Role of Oral Vocabulary among Compounding Morphology,Orthographic Awareness and Listening Comprehension
        5.3.1 Compounding Morphology and Oral Vocabulary
        5.3.2 Orthographic Awareness and Oral Vocabulary
Chapter Six Conclusion
    6.1 Summary
    6.2 Implications
    6.3 Limitations
References
Acknowledgements
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