语音意识训练对初中生英语阅读能力的影响研究
发布时间：2018-08-03 16:55
【摘要】：近三十年来,语音意识一直是西方心理语言学研究的兴趣焦点。并且大量研究表明语音意识的培养对英语教学尤其是小学英语教学至关重要。然而,只有少数研究把英语为第二语言的学习者作为研究对象,而研究对象为汉语初中学生的语音意识研究就更加凤毛麟角。国内最近几年的研究领域也更多局限于语音意识与阅读或者语音意识与词汇的关系。本研究以汉语初中学生作为研究对象,针对语音意识培养对阅读能力的影响做了一次实验研究。本研究主要围绕语音意识的三个方面:一、英语语音意识训练能否提高初中英语学习者的英语语音意识?二、学生的英语语音意识与其阅读能力是怎样的关系?三、英语语音意识训练在哪些方面影响初中英语学习者的阅读能力?为解决这三个问题,笔者首先对62位初二学生进行问卷调查以了解学生英语学习情况,随后对其语音意识以及英语阅读能力进行前测,包括语音意识测量工具中的四个维度(音节分割,押韵判断,音位计数和音位删除)以及阅读能力测量的四个维度(词汇辨别,词汇认读,句子理解和篇章理解),然后抽取一个班为实验班进行短期8周的语音意识训练。语音意识训练共分两个阶段:第一阶段学习基础语音知识,如国际音标,字母及组合的发音;第二阶段着重于语音意识专项训练,包括音节意识,首尾音意识以及音位意识层次的训练。实验结果表明初中生的英语语音意识与其英语阅读能力存在正相关关系;系统的语音意识训练能有效提高初中生语音意识和英语阅读能力。其中语音意识的三个组成中提高最明显的是音位意识,然而阅读能力四个维度中篇章理解能力的提高并不显著。上述研究结果证明了语音意识训练对以英语为第二语言的初中生是非常有益的。
[Abstract]:In the past three decades, phonological awareness has been the focus of interest in western psycholinguistics. A large number of studies have shown that the cultivation of phonological awareness is of great importance to English teaching, especially in primary schools. However, there are only a few studies on English as the second language learners, and the research object is the phonological awareness of Chinese junior high school students. In recent years, the research field in China is more limited to the relationship between phonological awareness and reading or phonological awareness and vocabulary. In this study, Chinese junior high school students as the research object, the phonological awareness of the impact on reading ability was conducted an experimental study. This study focuses on three aspects of phonological awareness: first, can English phonological awareness training improve English phonological awareness of junior middle school English learners? Second, what is the relationship between students' English phonological awareness and their reading ability? Third, in what ways does English phonological awareness training affect the reading ability of junior middle school English learners? In order to solve these three problems, the author first conducted a questionnaire survey on 62 junior high school students to find out the students' English learning, and then conducted a pre-test on their phonological awareness and English reading ability. It includes four dimensions of phonological awareness measurement tools (syllable segmentation, rhyme judgment, phoneme counting and phoneme deletion) and four dimensions of reading ability measurement (vocabulary discrimination, lexical recognition). Sentence comprehension and text comprehension) and then select a class for the experimental class for a short period of 8 weeks of phonological awareness training. The training of phonological awareness is divided into two stages: the first stage studies basic phonological knowledge, such as the international phonetic alphabet, the pronunciation of letters and combinations, and the second stage focuses on the special training of phonological awareness, including syllable awareness. First and last sound consciousness and phoneme consciousness level training. The results show that there is a positive correlation between English phonological awareness and English reading ability of junior high school students, and systematic phonological awareness training can effectively improve the phonological awareness and English reading ability of junior high school students. Among the three components of phonological awareness, phonological awareness is the most obvious, but the improvement of text comprehension in the four dimensions of reading ability is not significant. The results show that phonological awareness training is very beneficial to junior high school students who use English as their second language.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2162385
[Abstract]:In the past three decades, phonological awareness has been the focus of interest in western psycholinguistics. A large number of studies have shown that the cultivation of phonological awareness is of great importance to English teaching, especially in primary schools. However, there are only a few studies on English as the second language learners, and the research object is the phonological awareness of Chinese junior high school students. In recent years, the research field in China is more limited to the relationship between phonological awareness and reading or phonological awareness and vocabulary. In this study, Chinese junior high school students as the research object, the phonological awareness of the impact on reading ability was conducted an experimental study. This study focuses on three aspects of phonological awareness: first, can English phonological awareness training improve English phonological awareness of junior middle school English learners? Second, what is the relationship between students' English phonological awareness and their reading ability? Third, in what ways does English phonological awareness training affect the reading ability of junior middle school English learners? In order to solve these three problems, the author first conducted a questionnaire survey on 62 junior high school students to find out the students' English learning, and then conducted a pre-test on their phonological awareness and English reading ability. It includes four dimensions of phonological awareness measurement tools (syllable segmentation, rhyme judgment, phoneme counting and phoneme deletion) and four dimensions of reading ability measurement (vocabulary discrimination, lexical recognition). Sentence comprehension and text comprehension) and then select a class for the experimental class for a short period of 8 weeks of phonological awareness training. The training of phonological awareness is divided into two stages: the first stage studies basic phonological knowledge, such as the international phonetic alphabet, the pronunciation of letters and combinations, and the second stage focuses on the special training of phonological awareness, including syllable awareness. First and last sound consciousness and phoneme consciousness level training. The results show that there is a positive correlation between English phonological awareness and English reading ability of junior high school students, and systematic phonological awareness training can effectively improve the phonological awareness and English reading ability of junior high school students. Among the three components of phonological awareness, phonological awareness is the most obvious, but the improvement of text comprehension in the four dimensions of reading ability is not significant. The results show that phonological awareness training is very beneficial to junior high school students who use English as their second language.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
【参考文献】
相关硕士学位论文 前2条
1 关丽丽;汉语儿童英语语音意识与英语阅读能力的相关性研究[D];哈尔滨工业大学;2010年
2 邱建华;语音意识和阅读能力相关性实验研究[D];西北师范大学;2003年
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