新课改后的教材在三年级上册每个单元新增的教学板块“Letters and sounds”对字母的认读和书写提出了严格的要求。如何有效地展开课堂字母教学,落实学生对字母“听,说,读,写”的掌握显得愈发重要。笔者认为这不仅要落实26个字母的读音...新课改后的教材在三年级上册每个单元新增的教学板块“Letters and sounds”对字母的认读和书写提出了严格的要求。如何有效地展开课堂字母教学,落实学生对字母“听,说,读,写”的掌握显得愈发重要。笔者认为这不仅要落实26个字母的读音,对字母的辨认和字母的书写三项内容,更要能够激发学生的英语学习积极性,使其养成良好的听、说、读、写的学习习惯。在此笔者针对字母学习中的字母辨认和字母书写两块内容,将绘画和字母书写尝试性地结合,力求让学生做到写得精、画得妙,从而更好地落实这两方面的学习内容。展开更多
Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan-...Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan- guage in the same way as native alphabetic readers do. Chinese is a morpho-syllabic system （each character cor- responds to one syllable） and contrasts sharply with alphabetic languages such as English. Several fMRI studies have shown that native Chinese speakers apply their native language system to read English words. By using the cross- modal mismatch negativity （MMN） paradigm, we directly investigated letter-sound integration for reading in English among native Chinese speakers. To investigate the effect of native language background on letter-sound integration in second language reading, a group of native Korean English learners served as a comparison group. We compared MMN responses between an auditory only condition （only vowels presented） and two audiovisual conditions （AV0, vowel presented synchronously with the corresponding letter; AV200, the letter presented 200 ms before the corresponding vowel） for both native Chinese and native Korean speakers. Native Chinese speakers demonstrated significantly attenuated MMN amplitudes in audiovisual conditions compared with the auditory only condition, regardless of their phonological decoding speed. In con- trast, native Korean speakers showed amplified amplitude MMN in AV200 compared with that in the auditory only condition. The results suggest that native language may shape the brain responses of second language learners to reading a second language in the early stages. Native non- alphabetic language speakers may be unable to use visual information to facilitate their phonological processing in the early stage while naT：lye alphabetic language speakers are capable of integrating letter sounds automatically.展开更多
文摘新课改后的教材在三年级上册每个单元新增的教学板块“Letters and sounds”对字母的认读和书写提出了严格的要求。如何有效地展开课堂字母教学,落实学生对字母“听,说,读,写”的掌握显得愈发重要。笔者认为这不仅要落实26个字母的读音,对字母的辨认和字母的书写三项内容,更要能够激发学生的英语学习积极性,使其养成良好的听、说、读、写的学习习惯。在此笔者针对字母学习中的字母辨认和字母书写两块内容,将绘画和字母书写尝试性地结合,力求让学生做到写得精、画得妙,从而更好地落实这两方面的学习内容。
基金supported by the National Natural Science Foundation of China(31221003)National Basic Research Program of China(2014CB846103)
文摘Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan- guage in the same way as native alphabetic readers do. Chinese is a morpho-syllabic system （each character cor- responds to one syllable） and contrasts sharply with alphabetic languages such as English. Several fMRI studies have shown that native Chinese speakers apply their native language system to read English words. By using the cross- modal mismatch negativity （MMN） paradigm, we directly investigated letter-sound integration for reading in English among native Chinese speakers. To investigate the effect of native language background on letter-sound integration in second language reading, a group of native Korean English learners served as a comparison group. We compared MMN responses between an auditory only condition （only vowels presented） and two audiovisual conditions （AV0, vowel presented synchronously with the corresponding letter; AV200, the letter presented 200 ms before the corresponding vowel） for both native Chinese and native Korean speakers. Native Chinese speakers demonstrated significantly attenuated MMN amplitudes in audiovisual conditions compared with the auditory only condition, regardless of their phonological decoding speed. In con- trast, native Korean speakers showed amplified amplitude MMN in AV200 compared with that in the auditory only condition. The results suggest that native language may shape the brain responses of second language learners to reading a second language in the early stages. Native non- alphabetic language speakers may be unable to use visual information to facilitate their phonological processing in the early stage while naT：lye alphabetic language speakers are capable of integrating letter sounds automatically.
