音标-语音意识的整合训练对英文准朗读的作用

Effects of Integration Training of Phonemic Transcription with Phonological Awareness on Quasi-reading in English

采用前-后测对照组的准实验设计,以39名小学一年级学生为音标知识、音素分解与合成技能相整合的干预组,以23名小学一年级学生为音标知识、音素分解、合成、删除与替换技能相整合的干预组,以28名小学三年级学生为对照组,主要考察了音标-语音意识的整合训练对于英文准朗读技能的作用。结果表明:(1)音标-语音意识的整合训练,有助于小学一年级学生英语语音意识和英文准朗读技能的提高;(2)小学一年级学生英文准朗读技能的培养,有助于其英文朗读技能的培养;(3)音标知识、音素分解与合成技能相整合的训练方案,以及音标知识、音素分解、合成、删除与替换技能相整合的训练方案,均有利于提高小学一年级学生的英文准朗读技能和朗读技能;不过,前一种方案的训练效果,不如后一种方案。

In order to mainly investigate the effects of integrated training of phonemic transcription with phonological awareness on quasi-reading skills in English, a pretest-posttest, comparison group quasi-experimental design was adopted, 39 grade 1 pupils were used as the group of integrated training of phonemic transcription knowledge with phonemic segmentation and blending skills, 23 grade 1 pupils were used as the group of integrated training of phonemic transcription knowledge with phonemic segmentation, blending, deletion and substitution skills, while 28 grade 3 pupils were used as the comparison group. It was found that （ 1 ） integrated training of phonemic transcription with phonological awareness could enhance the phonological awareness in English as well as the quasi-reading skills in English in grade 1 pupils; （2） the waining of the quasi-reading skills in English in grade 1 pupils is helpful to their reading skills in English; （3） both the integrated training of phonemic transcription knowledge with phonemic segmentation and blending skills, and the integrated training of phonemic transcription knowledge with phonemic segmentation, blending, deletion and substitution skills, could enhance quasi-reading and reading skills in English in grade 1 pupils; howerver the former one is not comnarable to the latter one.