三语阅读能力对少数民族儿童汉语语音意识及读写发展的影响

The Effect of L3 Reading Competence on the Development of Minority Children's Chinese Phonological Awareness and Literacy Skills

为了解新增语言学习对双语儿童已有语音意识发展的影响,本研究以维吾尔族双语儿童为研究对象,探讨了英语(L3)阅读学习及能力水平在其汉语语音意识及读写发展中的作用。结果显示,相对于未学英语组儿童,英语阅读良好组儿童在汉语语音意识的各个水平上均有全面提升;英语阅读不良组儿童在除汉语音位意识外的其他语音意识水平上与未学英语组儿童有着显著差异;相对英语阅读不良组儿童,英语良好组儿童在汉语音位和声调意识发展方面更具优势;英语阅读学习及能力水平对儿童汉字读写没有显著影响。结论表明,新增语言学习能全面提升双语儿童已有语音意识水平,而且随着新增语言水平的提高,已有语音的表征能力和加工精细化程度也会得到提升;新增语言学习对儿童已有语音意识的促进作用不仅得益于一般认知能力的提升,同时还受具体语言学习经验的影响。

To understand the influence of an additional language learning on the development of the existing phonological awareness of bilingual children,this study examined the roles of English( L3) word-level reading instruction and proficiency in the development of Chinese phonological awareness among Uyghur bilingual children. It was found that children with a higher English word-reading proficiency have more sophisticated Chinese phonological awareness in all dimensions than those who accepted no reading instruction; children with a lower English word-level reading proficiency have more sophisticated Chinese phonological awareness than those who accepted no reading instruction in all dimensions except Chinese phoneme awareness; children with a higher English word-reading proficiency have a greater advantage over those with a lower reading proficiency in Chinese phoneme and tone awareness; English wordlevel reading instruction and proficiency had almost no effect upon the children' s Chinese literacy levels. It is concluded that the learning of an additional language can promote the all-round development of bilingual children' s pre-existing phonological awareness; the increasingly higher proficiency of the additional language is accompanied by the improvement of pre-existing phonological representation and refinement; the facilitative role of the additional language learning in the refinement of pre-existing phonological awareness is not only related to the improvement of general cognitive ability,but also subject to the concrete language learning experiences.