语音意识训练对儿童语音意识发展的影响
发布时间：2018-08-09 07:05
【摘要】：语音意识是近一二十年来最受关注的元语言研究领域之一,其中一个最重要的原因是：在许多语言中(如英语、西班牙语、汉语等)语音意识的发展对后继的拼写与阅读有重要的影响。语音意识的发展是否与特殊的语言经历(如语言训练、拼音或拼写的学习等)有关是热点研究之一。众多的研究发现：儿童语音意识发展可以在学习者处于关键时期通过教师的科学引导得以实现,并且语音意识的发展对儿童阅读能力和书写能力有重要的作用。在西方许多国家,语音意识的训练和培养成为英语教学中很重要的组成部分之一。近些年来,在我国小学英语教学中,语音教学没有得到足够重视,语音意识的研究成果在英语教学中的应用并不充分。在中国儿童英语学习者中,虽然进行了一些语音意识方面的研究,但针对语音意识训练影响作用这一特定方向的研究较少。本文尝试以语音意识的最新研究成果理论指导,采用语音意识的训练和音形训练相结合的模式,主要探究语音意识训练对汉语儿童英、汉语音意识发展的影响。本文围绕以下研究问题展开：一、英语语音意识训练能否显著提高汉语儿童的英语语音意识?二、英语语音意识训练是否会提高汉语儿童的汉语语音意识? 针对上述问题,本研究选取济南市历下区某小学三年级两个自然班为测试对象,随机将这两个班分为实验组和控制组,实验组接受语音意识训练,而控制组则不进行语音意识训练。两组各实施英、汉语音意识的前测与后测以考查语音意识在一个学期的训练后是否有一定程度的提高。每项测试包含三个任务：韵脚匹配任务,首音匹配任务和首音—韵脚合并任务,汉语语音意识测试中还包括音调匹配以及汉语拼音水平测试。 数据分析的结果表明实验组学生在英语语音意识上有显著的进步,同时在汉语语音意识上也有一定提高。实验结果表明英语语音意识训练能够促进汉语儿童英、汉语音意识的发展,为我国小学英语教育者提供了有效的教学方法。
[Abstract]:Phonological awareness is one of the most important areas of meta-linguistic research in recent decades. One of the most important reasons is that in many languages (such as English, Spanish, etc.) The development of phonological awareness plays an important role in subsequent spelling and reading. Whether the development of phonological awareness is related to specific language experiences (such as language training, phonetic or spelling learning) is one of the hot topics. Many studies have found that the development of children's phonological awareness can be realized through the scientific guidance of teachers in the critical period of learners, and the development of phonological awareness plays an important role in children's reading ability and writing ability. In many western countries, phonological awareness training has become an important part of English teaching. In recent years, phonetics teaching has not been paid enough attention to in primary English teaching in China, and the application of phonological awareness research results in English teaching is not sufficient. Although some researches on phonological awareness have been carried out among Chinese children English learners, there is little research on the influence of phonological awareness training. Under the guidance of the latest research results of phonological awareness, this paper attempts to explore the effects of phonological awareness training on the development of English and Chinese phonological awareness of Chinese children by combining the training of phonological awareness with phonetic training. This paper focuses on the following questions: first, can English phonological awareness training significantly improve the English phonological awareness of Chinese children? Second, will English phonological awareness training improve the Chinese phonological awareness of Chinese children? In order to solve the above problems, this study selected two natural classes of a third grade primary school in Lixia district of Jinan as the test subjects, and randomly divided the two classes into experimental group and control group, the experimental group received phonological awareness training. The control group did not conduct phonological awareness training. The two groups carried out pre-test and post-test of English and Chinese phonological awareness to examine whether phonological awareness has been improved to a certain extent after a semester of training. Each test consists of three tasks: the rhyme matching task, the first tone matching task and the first tone-prosody combination task. The Chinese phonetic awareness test also includes the tone matching and the Chinese phonetic proficiency test. The results of data analysis show that the students in the experimental group have made remarkable progress in English phonological awareness and have also improved their Chinese phonological awareness to some extent. The results show that English phonological awareness training can promote the development of English and Chinese phonological awareness of Chinese children and provide an effective teaching method for primary English educators in China.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H193
本文编号：2173295
[Abstract]:Phonological awareness is one of the most important areas of meta-linguistic research in recent decades. One of the most important reasons is that in many languages (such as English, Spanish, etc.) The development of phonological awareness plays an important role in subsequent spelling and reading. Whether the development of phonological awareness is related to specific language experiences (such as language training, phonetic or spelling learning) is one of the hot topics. Many studies have found that the development of children's phonological awareness can be realized through the scientific guidance of teachers in the critical period of learners, and the development of phonological awareness plays an important role in children's reading ability and writing ability. In many western countries, phonological awareness training has become an important part of English teaching. In recent years, phonetics teaching has not been paid enough attention to in primary English teaching in China, and the application of phonological awareness research results in English teaching is not sufficient. Although some researches on phonological awareness have been carried out among Chinese children English learners, there is little research on the influence of phonological awareness training. Under the guidance of the latest research results of phonological awareness, this paper attempts to explore the effects of phonological awareness training on the development of English and Chinese phonological awareness of Chinese children by combining the training of phonological awareness with phonetic training. This paper focuses on the following questions: first, can English phonological awareness training significantly improve the English phonological awareness of Chinese children? Second, will English phonological awareness training improve the Chinese phonological awareness of Chinese children? In order to solve the above problems, this study selected two natural classes of a third grade primary school in Lixia district of Jinan as the test subjects, and randomly divided the two classes into experimental group and control group, the experimental group received phonological awareness training. The control group did not conduct phonological awareness training. The two groups carried out pre-test and post-test of English and Chinese phonological awareness to examine whether phonological awareness has been improved to a certain extent after a semester of training. Each test consists of three tasks: the rhyme matching task, the first tone matching task and the first tone-prosody combination task. The Chinese phonetic awareness test also includes the tone matching and the Chinese phonetic proficiency test. The results of data analysis show that the students in the experimental group have made remarkable progress in English phonological awareness and have also improved their Chinese phonological awareness to some extent. The results show that English phonological awareness training can promote the development of English and Chinese phonological awareness of Chinese children and provide an effective teaching method for primary English educators in China.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H193
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