摘要
根据语音意识层级结构理论,对大学一年级学生进行为期8周的英语语音意识干预,通过对语音意识听辨测试和单词认读能力测试结果的对比统计分析,发现实验组在英语语音意识水平和单词认读能力方面均得到显著提高。干预后,实验组与控制组的英语语音意识水平出现显著差异。研究证明,结构化语音意识干预可以有效提高大学生的英语语音意识水平和单词认读能力,学习者不应迷信所谓"临界期假说"。
Phonological awareness(PA)is the ability to discriminate,analyze and integrate different sound units in spoken language.The study aims to examine the feasibility and effectiveness of structured phonological awareness intervention on Chinese college students.After an eight-week phonological awareness intervention among 96 first-year students of college,the pre-test and post-test results of the experimental group and the control group were compared with each other,and the effects of the structured intervention on both phonological awareness and word decoding ability were analyzed.It was found that the experimental group had significant improvements in both phonological awareness and word decoding ability,and the difference between the experimental group and the control group became statistically significant in phonological awareness after the intervention.The results show that structured phonological awareness intervention is effective in improving Chinese college students’English phonological awareness and word decoding ability,which implies that Chinese learners should adopt scientific approaches in studying English without being distracted by the so-called Critical Period Hypothesis.
出处
《外语教学理论与实践》
CSSCI
北大核心
2021年第1期101-108,共8页
Foreign Language Learning Theory And Practice
基金
全国教育信息技术研究课题“信息化环境下高校英语语音课程的翻转课堂教学改革与实践研究”(166243014)
浙江省教育科学规划课题“基于‘翻转式课堂’的英语语音教学模式研究”(2015SCG334)
杭州市哲学社会科学规划课题“全球化背景下大学生英语语音意识干预的实证研究”(B14JY09Q)的部分成果。
关键词
英语语音意识
单词认读能力
结构化语音意识干预
“临界期假说”
有效性
大学生
English phonological awareness
word decoding ability
structured phonological awareness intervention
Critical Period Hypothesis
effectiveness
college students
