摘要
本研究应用阅读获得的SVR模型(Si mple View of Reading),探讨单词解码、英语语言理解和一般认知能力在汉语儿童英语阅读学习中的作用及其影响途径。92名小学四年级学生完成了英语阅读理解、英语假词拼读、英语语言理解、汉语语言理解和一般认知能力测验,其中47名学生还完成了英语单词认读测验。相关和回归分析结果表明,控制一般认知能力后,单词解码和英语语言理解均能显著地解释英语阅读理解;进一步控制汉语语言理解后,英语语言理解对英语阅读理解仍具有显著的独立贡献。单词认读和英语语言理解对于英语阅读理解存在显著的交互作用。一般认知能力对英语阅读理解没有显著的直接作用,而以假词拼读能力为中介间接影响英语阅读理解。
This study examined the roles of word decoding,English language comprehension,and general ability in English reading comprehension among native Chinese-speaking children with the model of SVR(Simple View of Reading).92 4th-graders completed tasks of English reading comprehension,word attack,English and Chinese language comprehension,and general cognitive ability.Among them,47 students also completed a task of word recognition.Results indicated that both word decoding and English language comprehension,respectively,significantly accounted for unique variance in English reading comprehension after controlling for general cognitive ability.English language comprehension even significantly accounted for unique variance in English reading comprehension after controlling for Chinese language comprehension further.Moreover,a significant interactive effect of word recognition and English language comprehension was found on English reading comprehension.While children's general cognitive ability did not have significant direct effect on English reading comprehension,it had indirect effects on English reading comprehension via word attack.This study offered empirical evidences for understanding the process of English reading acquisition among native Chinese-speaking children.It also had implications for English reading instruction.
出处
《外语教学与研究》
CSSCI
北大核心
2009年第1期30-37,共8页
Foreign Language Teaching and Research
