共查询到20条相似文献，搜索用时 281 毫秒
1.
通过实验,研究了英语语音矫正方法、学习者英语水平对英语专业学习者英语语音成绩的影响程度。研究以新疆某大学2007级英语专业新生为对象,通过实验,研究了两个因素变量,即英语语音矫正方法及学习者英语水平,对因变量,学习者语音成绩的影响程度,采用GLM2×3方差分析法,研究了英语语音矫正方法两个水平和学习者英语水平三个水平对学习者语音成绩的主效应及两个因素变量在不同水平的交互效应。研究发现：1）英语语音矫正方法的主效应显著,F=7.437,P〈05;2〉学习者英语水平的主效应显著,F=3.617,P〈01;3）矫正方法和学习者英语水平的交互作用显著F=10.801,P〈05。 相似文献
2.
儿童汉英双语语音意识:跨语言一致性、差异与迁移 总被引：7，自引：0，他引：7
语音意识是指个体对言语的声音片断(包括音节、首尾音和音位等)进行分析和操作的能力。采用语音辨别和语音删除两种任务对汉语儿童的母语和第二语言(英语)语音意识的结构特点、跨语言的普遍性、特异性与语言间的迁移进行了考察发现,验证性因素分析支持了语音意识结构的多成分观点;进一步分析表明儿童的汉语语音意识是预测其英语语音意识的有效因素;同时儿童汉语语音加工经验明显影响了对英语的语音操作,反映了母语语言经验对新学习语言加工过程的制约作用。 相似文献
3.
李怀奎 《兰州教育学院学报》2010,26(3):68-72,124
以话语填充任务作为问卷,本研究调查了少数民族地区师范院校学生＂请求＂的英语语用能力。主要有三点发现：（1）学习者的英语语用能力普遍比较低;（2）英语语言水平和英语语用能力并没有显著的相关关系,但总体上不同水平学习者的英语语用能力是有差异的;（3）学习者不能根据语境变化改变英语的＂请求＂语用策略。 相似文献
4.
语音是语言存在与发展的基础。在英语语音学习过程中,学习者的母语会对其产生明显的影响,对于我国的英语学习者来说,英语发音的习得或多或少都受到汉语语音的迁移作用,尤其是各地的方言语音对英语语音习得的影响是不容忽视的。本文涉及的是包头地区的方言语音。针对那些影响英语发音的方音应采用适当的策略进行教学,才能够有效地改善学生的语音面貌。 相似文献
5.
6.
易宁 《赣南师范学院学报》2005,26(2):83-85
我国是一个幅员辽阔,多民族共存的大家庭,方言丰富多样,汉语方言更是复杂多变。汉语语音和英语语音是两个不同的语音体系,它们之间存在着很多方面的异同点。本文从语言迁移理论着手,阐述了语言迁移的本质及其产生的条件,并结合多年的英语语音教学经验,理论联系实际,对比分析了汉语方言对英语辅音音素的迁移作用。 相似文献
7.
采用实证研究,探讨了在汉语语境条件下,中国学者的英语结果构式之类型、理解、产出及其英语水平之间的相关性问题。研究发现：（1）被试的英语水平与英语结果构式类型的习得效果的关系十分复杂,不存在严格意义的正比例关系;（2）中国学习者之英语结果构式的语言理解水平高于语言产出水平;（3）汉语环境下,中国学习者的英语结果构式习得效果呈＂调羹形＂分布。 相似文献
8.
本研究旨在实验研究探讨汉语（第一语言）的语音意识和成人英语（第二语言）的听、说能力之间的关系。实验任务为汉语语音意识测量和英语假词快速朗读。其中汉语语音意识的测量包括4个维度：听觉声母意识、听觉韵母意识、听觉声调意识以及视觉音节意识。实验结果显示汉语的声母意识、韵母意识和音节意识分别对英语口语、英语听力和英语语音加工能力有一定的预测作用。这说明汉语的语音意识迁移到英语中并对英语的听说能力发展起着相当重要的作用。 相似文献
9.
听力是英语学习最基本的技能之一,但也是英语学习者感觉最难掌握的一项技能。CET等级考试中听力部分失分多、得分低成为普遍现象,改变这种现状,已成为当务之急。实践证明,汉语方言影响着学生的语音语调,从而制约了他们听力水平的提高。从语音学的角度分析汉语方言对我国学生英语语音和听力水平的影响,并提出了加强听力教学的几点建议。 相似文献
10.
舒静 《语文学刊:高等教育版》2009,(4):143-145,176
本文通过问卷调查和描述性数据分析,探讨少数民族大学生英语语音音段音位习得状况,通过偏误分析和对比分析,表明英语学习者原有的母语（汉语）发音习惯影响着英语音段音位习得。然而英语学习者的英语语音在一个动态的变化过程中,英语语音知识的摄入和充足的标准英语接触量是学习者减少汉语负迁移影响的重要因素。 相似文献
11.
C. McBride-Chang H. Cheung B. W.-Y. Chow C. S.-L. Chow L. Choi 《Reading and writing》2006,19(7):695-716
How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages. 相似文献
12.
This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students
learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners’ L1 logographic
system. Structured nonword spelling tests were administered to EFL sixth-graders with lower and higher English proficiency
level. The results showed that overall, final phonemes were spelled more poorly than their initial and medial counterparts;
however, phoneme position effect decreased as learners’ English proficiency improved. Secondly, spelling of the stressed syllable
was significantly better than that of the unstressed syllable. However, when phonemes were held constant, stress effect was
significant only in the first, but not in the second syllable. Thirdly, higher proficient EFL children spelled significantly
better than their lower proficient counterparts, and spelling errors were more systematic in the former. The findings of the
study are discussed from linguistic, psychological, and developmental perspectives. 相似文献
13.
《Australian Journal of Learning Difficulties》2013,18(2):99-113
Children first exposed to English as a second language when they start school are at risk for poor academic outcome. They perform less well than their monolingual peers, matched for socio-economic background, at the end of primary school on measures of language and literacy, despite immersion in English at school. Previous research suggests, however, that some bilingual children do better on phonological awareness (PA) tasks than monolinguals in preschool. Two experiments investigated the effect of language pair on PA by comparing monolingual and bilingual children's syllable, onset rime, phoneme and tone awareness using detection, deletion and segmentation tasks. Experiment 1 compared bilingual Putonghua-Cantonese children with two matched monolingual control groups. The bilingual group had enhanced phonological awareness. However, the monolingual Putonghua speakers performed better on the phoneme detection task. Experiment 2 compared Cantonese-English bilingual children and controls monolingual in Cantonese. While there was no overall group difference in PA, the bilingual children had better tone awareness. The profile of findings is considered for possible explanations of later literacy difficulties. 相似文献
14.
The study tested phonemic awareness in the two languages of Russian (L1)–Hebrew (L2) sequential bilingual children (N = 20) using phoneme deletion tasks where the phoneme to be deleted occurred word initial, word final, as a singleton, or part of a cluster, in long and short words and stressed and unstressed syllables. The experiments were designed to test the effect of four linguistic factors on children’s phoneme deletion: phoneme position (initial, final), linguistic context (singleton, cluster), word length and stress. The results indicated that word length and stress confirmed previous findings in other languages demonstrating the universal validity of these factors. However, phoneme position and linguistic context gave rise to novel findings in the languages studied and provided evidence for language-specific effects on phonemic awareness reflecting onset-rime versus body-coda syllable structure differences. The results are discussed within the framework of universal versus language-specific constraints on phonemic awareness performance in different languages. 相似文献
15.
The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment. 相似文献
16.
Jennifer Yusun Kang 《Reading and writing》2012,25(6):1307-1326
This study examines the relationship between phonological awareness (PA) in the two languages of Korean English as a foreign language learning children in relation to L1 characteristics and school experiences, and its predictive role in word decoding skills in each language. Seventy-two 5?C6-year-old Korean children who had attended English-medium preschools and kindergartens for at least 18?months were tested on a range of PA and emergent literacy skill measures in both Korean (L1) and English (L2). The findings indicate that the phonological representations of the participants reflect more of the L1, rather than school language, characteristics. In addition, L1 PA, syllable and phoneme awareness in particular, was predictive of L2 decoding abilities after accounting for L2 PA and emergent literacy skills. The results are discussed in terms of language-specific L1 phonological and orthographic characteristics, as well as their L2-learning contexts. 相似文献
17.
Effects of syllable structure and of alphabetic reading skills on the development of phoneme awareness were investigated in a longitudinal study. Awareness of phonemes in syllable onsets and codas was examined in first graders speaking Czech (n = 45) and German (n = 33). Czech children showed higher awareness of phonemes in onsets than in codas, whereas the reverse was true for German children. The patterns of behavioral data largely reflected distributional differences in corpus data between these languages. The effects were present among prereaders and persisted to the end of Grade 1. In sum, children's experience with the syllable structure of their native language plays an important role in shaping phoneme awareness from early in development and predates influences of alphabetic reading skills. 相似文献
18.
The present study examined cross-linguistic relationships between phonological awareness in L1 (Hebrew) and L2 (English) among
normal (N = 30) and reading disabled (N = 30) Hebrew native speaking college students. Further, it tested the effect of two factors: the lexical status of the stimulus
word (real word vs. pseudoword) and the linguistic affiliation of the target phoneme (whether it is within L1 or L2) on phonological
awareness. Three parallel experimental phonological awareness tasks were developed in both languages: phoneme isolation, full
segmentation, and phoneme deletion. As expected, the results revealed lower levels of phonological awareness in the L2 than
in the L1, and in the reading disabled than in the normal reader group. The lexical status of the target word was a reliable
factor predicting individual differences in phonological awareness in L2. It was also found that the linguistic affiliation
of the target phoneme was a reliable factor in predicting L2 phonological awareness performance in both reader groups. The
results are discussed within the framework of phonological representation and language-specific linguistic constraints on
phonological awareness. 相似文献
19.
Torleiv Høien Ingvar Lundberg Keith E. Stanovich Inger-Kristin Bjaalid 《Reading and writing》1995,7(2):171-188
The factorial structure underlying different types of tasks within the domain of phonological awareness was examined in two studies. Large sample sizes allowed for sensitive differentiation of constructs. In the first study, 128 preschool children without any experience of formal reading instruction were tested with a battery of tasks intended to tap various aspects of phonological awareness: rhyme recognition, syllable counting, initial-phoneme matching, initial-phoneme deletion, phoneme blending, and phoneme counting. Three basic components were extracted in a principal component analysis: a phoneme factor, a syllable factor and a rhyme factor. Cross-tabulations indicated considerable dissociation between performance on phoneme, syllable, and rhyme tasks. The structural relationships were replicated on a much larger sample (n=1509) in the second study. Subjects in this study were one year older and were attending grade 1 thus providing an opportunity to test their reading achievement. Multiple regression analyses demonstrated that the phonemic factor was by far the most potent predictor. However, the rhyming factor made an independent (although small) contribution to explaining the reading variance. Among the phonemic tasks, phoneme identification proved to be the most powerful predictor. 相似文献
20.
在二十世纪诗歌发展史上,庞德所译汉诗有过不可忽视的影响。本文从不同侧面分析了这些译诗内各诗歌主体间的互动、东西文化元素的并存与交织、以及由庞译 引发的东西方诗学思想的融汇,指出庞译尽管瑕瑜互现,但体现了东西方诗歌与文化的主体间性关系,因而具备独特的审美价值。 相似文献