英语及汉语语素训练对汉语儿童英语阅读影响的实验研究
发布时间：2022-01-14 12:01
近几十年来,越来越多的二语阅读研究表明,二语语素意识在双语儿童的二语单词认读中起着至关重要的作用。此外,从一语语素意识到二语单词认读的跨语言迁移已经在大量研究中得到证实,这些研究中的一语和二语都是字母语言,如西班牙语和英语。对于像汉语这样的非字母语言的语素,它与英语语素有很大不同,而关于汉语语素与英语阅读能力之间的关系知之甚少。大量二语阅读研究主要关注幼儿园或一至三年级儿童的英语单词阅读,很少有研究关注句子或篇章阅读理解,且研究对象是小学高年级学生,他们的语言学习背景更为复杂的。本研究旨在以四年级汉语儿童的英语阅读能力为对象,探讨三个问题:第一,英语语素和英语阅读之间的关系是什么?第二,汉语语素与英语阅读的关系是什么?第三,在四年级阶段,英语语素和汉语语素哪一个对汉语儿童的英语阅读能力影响更大?为了探索这三个研究问题,通过汉语和英语语素测试,英语阅读阅读测试,从135名四年级学生中选择出60名在汉语和英语语素以及阅读能力方面无差异的中国小学四年级学生参加本研究的语素训练项目。在这个训练项目中,他们被分为三组,即接受汉语语素训练的实验组1（G1）,接受英语语素训练的实验组2（G2）和不接...
【文章来源】：杭州师范大学浙江省
【文章页数】：82 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Research Purpose and Significance
1.2.1 Pedagogical Significance
1.2.2 Theoretical Significance
1.3 Framework of this Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Definition of Reading Ability
2.2 Morphological as a universal metalinguistic skill of reading
2.3 Morphological as language-specific construct:Chinese versus English
2.4 Studies on the effects of L2 morphological awareness on L2 reading
2.5 Cross-language transfer of L1 morphological awareness to L2 reading
2.6 Research Questions
CHAPTER THREE RESEARCH DESIGN
3.1 Participants
3.2 Instruments
3.2.1 Measures for Chinese MA
3.2.2 Measures for English MA
3.2.3 English Word Reading Test
3.2.4 English Reading Comprehension at Sentence and Passage Level
3.3 Training Program
3.4 Training Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results of Pre-test
4.1.1 Analysis of Reading Test Statistics
4.1.2 Analysis of MA Test Statistics
4.2 Results and Discussion of Post-test
4.2.1 Results of Question One:English MA and English Reading Ability
4.2.2 Results of Question Two:Chinese MA and English Reading Ability
4.2.3 Results of Research Question Three:Chinese MA VS English MA
4.3 Discussion
4.3.1 Within-language effect of English MA on English Reading Ability
4.3.2 Cross-language transfer of Chinese MA to English Reading Ability
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Implications
5.2.1 Theoretical Implications
5.2.2 Pedagogical Implications
5.3 Limitations and Suggestions
REFERENCES
APPENDICES
Appendix1:English Morphological Awareness for Fre-testing and Post-testing
Appendix2:Chinese Morphological Awareness for Pre-testing and Post-testing
Appendix3:Word Reading for Pre-testing
Appendix4:Word Reading for Post-testing
Appendix5:Pre-testing Paper of English Reading Ability
Appendix6:Post-testing Paper of English Reading Ability
Appendix6:Data of Pre-test
Appendix7:Data of Post-test
Appendix8:Original Data of Pre-test of Reading among 135 Students
ACKNOWLEGEMENTS
本文编号：3588469
【文章来源】：杭州师范大学浙江省
【文章页数】：82 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
1.1 Research Background
1.2 Research Purpose and Significance
1.2.1 Pedagogical Significance
1.2.2 Theoretical Significance
1.3 Framework of this Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Definition of Reading Ability
2.2 Morphological as a universal metalinguistic skill of reading
2.3 Morphological as language-specific construct:Chinese versus English
2.4 Studies on the effects of L2 morphological awareness on L2 reading
2.5 Cross-language transfer of L1 morphological awareness to L2 reading
2.6 Research Questions
CHAPTER THREE RESEARCH DESIGN
3.1 Participants
3.2 Instruments
3.2.1 Measures for Chinese MA
3.2.2 Measures for English MA
3.2.3 English Word Reading Test
3.2.4 English Reading Comprehension at Sentence and Passage Level
3.3 Training Program
3.4 Training Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results of Pre-test
4.1.1 Analysis of Reading Test Statistics
4.1.2 Analysis of MA Test Statistics
4.2 Results and Discussion of Post-test
4.2.1 Results of Question One:English MA and English Reading Ability
4.2.2 Results of Question Two:Chinese MA and English Reading Ability
4.2.3 Results of Research Question Three:Chinese MA VS English MA
4.3 Discussion
4.3.1 Within-language effect of English MA on English Reading Ability
4.3.2 Cross-language transfer of Chinese MA to English Reading Ability
CHAPTER FIVE CONCLUSION
5.1 Major Findings
5.2 Implications
5.2.1 Theoretical Implications
5.2.2 Pedagogical Implications
5.3 Limitations and Suggestions
REFERENCES
APPENDICES
Appendix1:English Morphological Awareness for Fre-testing and Post-testing
Appendix2:Chinese Morphological Awareness for Pre-testing and Post-testing
Appendix3:Word Reading for Pre-testing
Appendix4:Word Reading for Post-testing
Appendix5:Pre-testing Paper of English Reading Ability
Appendix6:Post-testing Paper of English Reading Ability
Appendix6:Data of Pre-test
Appendix7:Data of Post-test
Appendix8:Original Data of Pre-test of Reading among 135 Students
ACKNOWLEGEMENTS
本文编号：3588469
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