摘要
本研究以128名初中学生为对象,考察汉、英关键语言技能对基础阶段中国学生英语词汇认读的影响。汉、英关键语言技能具体包括2项汉语语言技能(语素意识、快速命名)和3项英语语言技能(语音意识、正字法意识、语素意识)。结构方程模型分析结果显示,汉语语言技能不能直接作用于英语词汇认读,而是通过英语语言技能对英语词汇认读产生影响;英语语言技能直接作用于英语词汇认读,其中英语语素意识作用最大,英语正字法意识次之,英语语音意识最小。研究表明中国学生英语词汇认读具有阅读的普遍性特征,但在具体加工模式上有其特异性。
The present study investigated the effects of key linguistic skills in Chinese and English on English word reading in 128 Chinese junior middle school students at the rudimentary stage of English learning. Specifically, the key linguistic skills involved include morphological awareness and rapid naming in Chinese as well as phonological awareness, orthographic awareness and morphological awareness in English. Structural equation modeling results show that skills in Chinese produce indirect effects on English word reading through skills in English whereas those in English have direct influences on English word reading. What accounts for the most of the variance in English word reading is English morphological awareness, followed by English orthographic awareness and English phonological awareness. The findings suggest that English word reading in Chinese students has universal properties of reading but has its distinct model of processing.
出处
《外语教学与研究》
CSSCI
北大核心
2018年第5期692-702,共11页
Foreign Language Teaching and Research
基金
教育部人文社科项目“中国学生英语词汇认读发展研究”(14YJC740037)的资助.
