共查询到19条相似文献，搜索用时 296 毫秒
1.
选取桂北24名瑶族和28名汉族三年级小学生,采用声母、韵母、声调的语音意识测试和拼音补词、读句指错、读句改错、语段阅读的阅读能力测试,探讨瑶族儿童的汉语语音意识与阅读能力及其相关的问题。结果发现：瑶族儿童汉语语音意识能力与汉族儿童相当,并未受普通话的使用率与熟练程度的影响,而有可能受元语言能力以及母语正迁移的积极影响;瑶族儿童阅读能力低于汉族儿童,这与处于学习第二语言汉语早期阶段有关,也与汉语书面阅读经验有限有关;瑶族儿童汉语语音意识与阅读能力存在相关,拼音补词与声母意识、韵母意识、声调意识相关显著;语段阅读与韵母意识相关显著。因此,应重新审视少数民族的语言价值,看到和发挥母语对于第二语言汉语语音意识和阅读能力的正迁移作用。 相似文献
2.
胡敏 《外语教学理论与实践》2013,1(2):28-35
本文以听辨测试的方式,考察中国英语学习者英语语音意识发展及三种语言经验对其发展的影响。结果表明：（1）四项奇异任务上,各层次语音意识发展均衡;两项计数任务的成绩显著低于奇异任务。( 2) 英语语音意识的总体发展和各层 次语音意识的发展都受到汉语语音意识水平的显著影响;英语水平只对英语语音意识的总体发展和最难的音节计数有显著影响; 方言对英语语音意识的总体发展和各层次语音意 识的发展均无显著影响。（3）三种语言经验相互作用共同影响英语语音意识的发展,即学习者主要套用汉语拼音知识完成各项语音意识任务,英语水平和方言所起的作用则视其汉语语音意识水平而有不同体现。 相似文献
3.
田靓 《云南师范大学学报(教育科学版)》2011,(1):24-28
在西方心理语言学和教育心理学界,语音意识是一个非常活跃的领域,为此人们在不同理论观点的引导下,实施了不少有意义的研究。文章正是在以往研究的基础上具体探讨了影响学习者的汉语语音意识的因素。文章发现,母语差异和汉语水平高低是影响学习者汉语语音意识发展的主要因素,并且这两个因素间存在着显著的交互作用,主要表现为汉语水平低的学习者受母语差异影响小,而汉语水平高的学习者受母语差异影响显著。此外,通过对语音意识作业的详细分析,文章还发现学习者的汉语音位意识发展较早,这一点不同于汉语儿童的语音意识发展顺序。 相似文献
4.
瑶族儿童的汉语语感研究 总被引：3，自引：3，他引：0
采用语感实验材料对广西壮族自治区桂林市灵川县蓝田瑶族乡的75名（瑶族31名,汉族44名,平均年龄分别为12．3岁;和12．2岁）儿童进行施测,结论认为：1．汉族儿童的汉语书面语感和汉语口语语感均好于瑶族儿童,瑶族儿童对汉语用词的判断、汉语语音语调的确认和区分汉语读音的平翘舌之分都较差。主要原因是与汉语经验相对较少有关,母语语音上可能有些“负迁移”影响,但元语言能力的发展可能会促进其第二语言更好地发展;2．瑶族儿童母语口语语感和瑶族儿童汉语书面语感之间呈正相关,其中在语义感部分呈显著正相关;瑶族儿童母语口语语感和瑶族儿童汉语口语语感之间呈正相关,其中语音感部分有显著正相关,这可能是语言间的正迁移作用;3．在语言教育中,应加强挖掘瑶族口语语感对汉语语感发展潜在的积极作用;学好汉语普通话又不忘记民族母语,这也具有人类文化的意义。 相似文献
5.
在中学英语教学中,我们常常发现学生会犯汉语式英语的错误,我们会很自然地指出他们是受到母语迁移的影响。尽管现代语言学、心理学研究发现,母语并不是干扰外语学习唯一或主要的因素,但对于已经掌握了某一语言知识的基本语音、词汇和语法结构等基础知识的中学生来说,其外语语音、词汇和语法结构的学习必然会受到母语语音、词汇和语法知识的影响。因而,恰当运用母语迁移理论,对比分析母语和英语语言体系的异同在中学英语教学过程中有着明显的辅助作用; 相似文献
6.
母语迁移问题是二语习得中的重要研究课题。标记性是制约迁移的主要因素之一。语言学范畴内的标记性主要指语言本身的特殊性;认知范畴的标记性强调学习者对语言特征的心理直觉。此文从语言学和认知角度出发,用标记理论探讨汉语母语对英语语音习得的负迁移,并对英语语音教学提出有针对性的建议。 相似文献
7.
《佳木斯教育学院学报》2016,(8)
本研究运用自然拼读法分别对是否具备系统汉语拼音知识的汉语儿童进行为期10个月的英语词汇认读训练并对两组被试儿童进行前、中、后测实验,主要考察自然拼读法对提高汉语儿童英语词汇认读能力的有效性。统计分析结果表明,无论以英语作为第二外语的汉语儿童是否具有系统汉语拼音知识,自然拼读法都极大地提高了他们的字母认知、单词拼写和语音意识的能力;同时,母语的拼音知识并不利于英语为二语的学习。 相似文献
8.
本文通过英汉两种语言的发音规则和简单句结构的对比,探讨母语正迁移对低龄儿童英语语音的学习的重要作用,并简要介绍了运用母语正迁移进行儿童英语语音教学的实践,证明了母语正迁移能快速有效地提高低龄儿童的英语入门学习,帮助他们建立学习英语的信心。 相似文献
9.
英语语音学习障碍分析及其对策 总被引：1，自引：0，他引：1
本文尝试分析了学生在英语语音学习中的障碍———汉语母语的负迁移作用,汉语方言的影响,以及学习中的情感障碍;并提出一些解决问题的对策,旨在探讨英语语音教与学的有效方法,提高学生的英语语言技能。 相似文献
10.
本研究通过考察儿童对无意义简单图形、汉语生字和英语生词的视觉辨别记忆能力,探讨视觉加工对儿童语音意识发展的可能作用,并通过方言-普通话双语儿童(简称方言被试)和普通话单语儿童(简称普通话被试)的对比,进一步探讨方言被试和普通话被试在语音意识维度上的差异是否会在视觉记忆能力中反映出来.结果显示,方言语音经验并不影响与汉字学习有关的视觉记忆能力;但不同刺激类型的视觉记忆能力和语音意识的相关性随着年级的变化而变化.回归分析显示,在二年级时,图形和汉字的视觉记忆能力能够预测儿童的语音意识水平,而到了四年级和六年级,英语生词的视觉记忆能力是语音意识的唯一预测变量.由于汉语拼音和英语在形态上的一致性,结合系列研究的其他结论,本实验结果显示:汉语拼音的学习和巩固,使语音的形式化成为可能,而语音的形式化易化了语音加工过程,这个易化过程反映为语音意识测量成绩的提高. 相似文献
11.
The current study examined the construct of word-reading skills within and across English and Chinese. One hundred forty-three 5th graders who were native Chinese (Mandarin) speakers learning English as a second language completed 19 tasks representing phonological awareness, orthographic knowledge, and word decoding in both English and Chinese. Confirmatory factor analyses were conducted within each language, and the results showed that the best-fitting model for both languages was the 3-factor model involving phonological awareness, orthographic knowledge, and word decoding. Across the 2 languages, the language-specific model fit better than other models with 1 or 2 language-general factors. These results suggest that word reading is not a unified, language-general ability within and across English and Chinese among Chinese children learning English as a second language. Instruction and intervention may need to target phonological awareness, orthographic knowledge, and word decoding in each language. 相似文献
12.
To test the lexical restructuring hypothesis among bilingual English‐language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi‐level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. 相似文献
13.
《Scientific Studies of Reading》2013,17(4):369-400
The purpose of this study was to examine whether the same component processes are involved in reading acquisition for children with varying levels of proficiency in English in kindergarten and the first grade. The performance of 858 children was examined on tasks assessing basic literacy skills, phonological processing, verbal memory, and syntactic awareness. There were 727 children who were native English speakers (NS children) and 131 children who spoke English as a second language (ESL children). Although ESL children performed more poorly than NS children on most measures of phonological and linguistic processing in kindergarten and first grade, the acquisition of basic literacy skills for children from both language groups developed in a similar manner. Furthermore, alphabetic knowledge and phonological processing were important contributors to early reading skill for children from both language groups. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English. 相似文献
14.
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
15.
This study describes the language proficiency and early literacy skills of Cantonese-speaking English language learners (ELLs) in kindergarten. A total of 113 Cantonese-speaking kindergarteners in Canada and the United States, composed of three subsamples from three different locations participated in this study. Results showed that on average, the Cantonese-speaking ELLs in this study performed below average on vocabulary measures when compared with monolingual norms, but at or above average on English letter-word identification and phonological awareness (PA) tasks. Cluster analysis was used to identify two new groups of children based on their language proficiency in each language: English dominant and Cantonese dominant. There were no differences on PA in English and Cantonese between the cluster groups. However, the English dominant group performed significantly higher on English vocabulary and English decoding than the Cantonese dominant group. At the same time, the Cantonese dominant group performed significantly higher on Cantonese vocabulary and Cantonese word reading than the English dominant group. Finally, multiple regression analysis revealed that there was cross-language facilitation of PA on Chinese character recognition. Educational implications and directions for future research are discussed. 相似文献
16.
Chieh-Fang Hu 《Reading and writing》2008,21(8):823-841
The effect of capitalizing on orthography in auditory learning of English words was examined in 74 children who spoke Mandarin
Chinese as their primary language. To use orthographic information for auditory word learning, children must recode printed
words phonologically to assist the reconstruction of the speech single misheard or underspecified, an ability that may depend
heavily on phonological awareness (PA). In this study, children with poorer PA of Chinese and those with better PA were taught
novel English words in an auditory learning task under two exposure conditions: auditory words presented with their written
forms and auditory words presented with undecodable symbols. Word learning performance was better in the written form condition
than in the symbol condition, but the effect was smaller for children with poorer PA. The facilitative effect was associated
with L2 PA for children with poorer PA but not for children with better PA. The results are discussed with regard to how poor
PA may constrain auditory word learning in an L2 context. 相似文献
17.
Bonnie Wing‐Yin Chow Catherine McBride‐Chang Him Cheung 《Journal of Research in Reading》2010,33(3):284-301
This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language. 相似文献
18.
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
19.
《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