语音编码在不同水平ESL学习者默读过程中的表现

Phonological Recoding Performance in Silent Reading of Different ESL Learners

感知综合校对测试主要运用于检测学习者默读文本中的语音编码。通过对英语作为第二语言的成年学习者进行测验发现,无论这些词是同音异义还是非同音异义,学习者在无错误的文本中都能够分辨词语的连续性,这表明在词汇处理过程中,同音异义词效应反映了语音编码的激活,但不同水平的学习者中语音编码激活程度并不相同。

A comprehension -sensitive proofreading task is used to examine phonological recoding during the silent reading of natural text. Adult readers identify inconsistent words that are or are not homophones of consistent ones; phonology is implicated by the finding that readers are less likely to detect the inconsistent word but only if exposed to an error- free version first. Experiments suggest that the homophone effect reflects phonological codes activated during lexical access. Although homophone interferes with the initial detection of an inconsistent word, the result claims that good and poor readers are differentially sensitive to syntactic Structure.