阅读认知加工的跨语言研究

A Translinguisic Study of Reading Cognition Processing

近年来,国内外研究者进行了大量有关阅读正常者阅读技能以及阅读不良者认知加工缺陷的跨语言研究,深入探讨了语言文字特性和认知加工过程与阅读技能发展之间的复杂关系,为揭示阅读的认证加工机制提供了有力的证据。通过对国外已有研究的回顾,发现存在以下三个方面的不足:其一,以往跨越语言的研究较少全面系统地考察字词识别中音、形、义三方面的认知加工过程,多集中于语音意识和正字法意识方面。其二,即使有的研究探讨了三者之间的关系,但大部分考察的是被试在第一语言中的表现,涉及第二语言的阅读技能发展的研究也很少,更缺乏同时考察第一语言和第二语言平行发展的研究。其三,为数不多的上述研究也大部分来自于拼音文字系统之间,即便有英语与汉语之间的跨语言研究,也是以生活在国外的英—汉双语儿童为被试,而对于生活在中国的母语英语作为第二语言儿童的跨语言研究还很少。

In recent years large numbers of translinguistic studies have been conducted both at home and abroad with regard to reading skills of normal readers and reading cognition processing defects of deficient readers.These studies made in-depth exploration of characteristics of languages and scripts and complex relationships between process of cognition and development of reading skills and offered revealing evidences for the mechanism of reading cognition processing.However,a review of existing results of such studies abroad reveals the three following defects.Firstly,translinguistic studies in the past tended to pay attention to phonetic sense and orthographical sense rather than to systematically investigate the cognition processing process of identifying pronunciation,spelling and meaning words and phrases.Secondly,even though the relationship among the three elements was discussed,studies resulted mostly from the examinee＇s performance of his first language but much less from examining development of reading skills of a second language,hence lacking in studies of parallel development of the first and the second language.Finally,those above-mentioned studies were made just between alphabetic languages.And the few translinguistic studies between English and Chinese involved only those bilingual children of English and Chinese living abroad.So translinguistic studies involving children who use Chinese as mother tongue and English as second language are much desirable.