摘要
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)在四项奇异任务上,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)这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。
Phonological awareness （PA） is the ability to analyze spoken or written language into its component sounds and to manipulate these smaller units. PA is not a single skill, but includes different types of PA based on phonological units ： syllable awareness, onset/rhyme awareness, and phoneme awareness. A literature review related to I2 PA shows that the development of PA is significantly affected by three kinds of linguistic experience ： 1 ） spoken language prior to alphabetic reading instruction, 2 ） alphabetic knowledge identified as a result of literacy or explicit training on the alphabetic principle, and 3 ） PA in the first lan- guage （ L1 ）. Most previous studies focus on children＇ s PA in their L1 or 12 ; only few studies have investigated adults＇ PA in their L2. This study examines the development of different levels of PA in English of Chinese college students and the effect of three kinds of linguistic experience on the development ： PA in Chinese, English competence, and dialect. Six PA tasks were de- signed to test four types of PA ： 1 ） syllable oddity, 2） syllable counting, 3 ） onset oddity, 4） rhyme oddity, 5 ） phoneme oddity, and 6） phoneme counting. The specific questions guiding this study are： 1 ） What are the characteristics of the development of Chinese college students＇ English PA？ 2） What are the relationships between four types of PA and three kinds of linguistic expe- rience？ Results show： 1 ） Subjects＇ performances on the four oddity tasks reveal a balanced development among each kind of PA ; their scores on the syllable counting and phoneme counting tasks are significantly inferior to those on the oddity tasks. 2）PA in Chinese significantly affects both overall PA and each kind of PA in English; English competency has a significant effect on overall PA in English and the hardest task of syllable counting ; and dialects have no effect on either overall PA or each kind of PA in English. 3） These three kinds of linguistic experience interact with each other to condition the development of PA in English. Learners draw mainly on their L1 alphabetic knowledge to complete each PA task, and whether English competency or dialects has an effect depends on their PA in Chinese.
出处
《外语教学理论与实践》
CSSCI
北大核心
2013年第2期28-35,共8页
Foreign Language Learning Theory And Practice
基金
华东师范大学外语学院光华预研究项目
华东师范大学人文社会科学青年预研究项目的资助
华东师范大学外语学院大学英语研究中心科研基金项目"深化改革背景下促进大学英语有效教学的研究"成果之一
关键词
语音意识
语言经验
跨语言迁移
phonological awareness
linguistic experience
cross-linguistic transfer
