【作者】 姜莹；

【导师】 盖笑松；

【作者基本信息】 东北师范大学， 发展与教育心理学， 2024， 博士

【副题名】音-义连接经验的作用

【摘要】 语音意识,即个体感知和控制声音结构的能力,对语言学习者的读写技能发展起到了关键作用。然而,汉语母语者的英语语音意识水平显著低于英语母语者。因此,加强汉语母语者的英语语音意识对其语言能力的提升具有重要意义。既往研究表明,语音意识训练能够有效提升英语母语者和外语学习者的词汇拼读技能。 然而,汉语母语者由于缺乏单词的音-义连接经验,在英语语音意识训练中的获益可能会低于英语母语者。以英语为母语的五六岁儿童在日常生活中已经建立了单词的音-义连接,之后的主要任务是学习语义已知的口语形式与不熟悉的书面形式之间的映射关系(Seidenberg&Mc Clelland,1989)。儿童一旦掌握了单词的形-音对应规则,便能迅速地将书面语转换成口语并理解词义。这一过程在心理词典中形成了形、音、义的关联网络,有可能提高语音意识习得效率。但是,对于小学初期的汉语母语儿童,即便能够通过拼读法教学掌握单词的形-音对应规则,由于无法通过语音提取语义,因此难以形成单词形、音、义三者通达的模式。这可能导致汉语母语者在英语语音意识训练中获益较少。 本文展开了一系列研究,包括对比中英母语者英语语音意识的发展水平、考察其对词汇拼读技能的作用、分析训练效果差异及影响因素,并检验在实验室和自然教学情景下单词音-义连接经验对汉语母语者英语语音意识训练效果的影响。具体来说: 研究一A考察汉语母语者的英语语音意识水平。选取英语母语者作为对比样本,比较了中英两种母语背景下的儿童及成人在英语音段内和超音段语音意识上的差异。结果发现:英语母语儿童和成人的英语音段内和超音段语音意识水平均显著高于汉语母语儿童和成人。研究一B考察在中英母语儿童和成人中,英语音段内和超音段语音意识与词汇拼读技能的关系。结果表明,英语音段内和超音段语音意识与中英母语儿童及汉语母语成人的词汇拼读技能显著相关,但这种相关性在英语母语成人中并不显著。 研究二A采用元分析技术对比中英母语者在英语语音意识训练中的受益程度差异,并检验影响训练效果的因素。通过搜索1990年到2023年12月间发表的同行评审文献,最终纳入文献101篇,总样本量为9802人。结果显示:(1)英语母语者在总体语音意识及音位意识子成分上的训练效果显著优于汉语母语者。(2)英语母语者最佳受益时间窗口为6岁以下,汉语母语者最佳受益时间窗口为13岁及以上。(3)单纯增加训练强度(时长和次数)无助于汉语母语者提升训练效果。(4)样本特征、训练内容和训练形式均影响语音意识训练效果。研究二B同样采用元分析方法,考察在汉语母语者中,结合词汇语义教学的语音意识训练与未结合词汇语义教学的训练效果差异。通过搜索2023年12月前的所有相关文献,包括经同行评议及未发表的论文,最终纳入文献37篇,总样本量为3686人。结果表明,对于汉语母语者,结合词汇语义知识的英语语音意识训练呈现出更显著的效果。 研究三A和研究三B在实验室情景下通过短期训练,验证前置音-义连接经验对汉语母语儿童和成人自然拼读教学法效果的影响。研究三A考察前置音-义连接经验对汉语母语儿童在自然拼读教学中的即时影响。选取120名四年级小学生(英语三年级起点)作为被试,采用单因素三水平(前置音-义连接训练组作为实验组,前置首音辨别训练组作为积极对照组,无前置训练组作为消极对照组)被试间实验设计。实验分为两个阶段进行,首先是前置训练阶段,随后三组都接受自然拼读法训练。结果发现:在前置训练中建立起单词音-义连接的儿童从随后的拼读法训练中受益更多,表现出更强的英语语音意识水平,并且在新词材料中表现出了近迁移效应。研究三B考察前置音-义连接经验对汉语母语成人在自然拼读教学上的即时和长期影响。选取44名大二学生作为被试,采用3(测试时间:前测、后测、延迟后测)×2(前置训练条件:音-义连接和首音辨别)的两因素被试内设计。通过拉丁方平衡处理材料和被试。结果发现:与前置首音辨别训练相比,前置音-义连接训练在后测和延迟后测中更显著地提升了成人的英语语音意识和词汇拼读成绩。 研究四在自然情景下通过课堂教学考察结合音-义连接的自然拼读教学法的应用效果。选取99名二年级小学生(英语一年级起点),将其分配到教学实验组、积极对照组和消极对照组。在为期4周的训练中,教学实验组接受结合单词音-义连接的自然拼读法训练,积极对照组接受英语国际音标知识的学习,而消极对照组未进行任何训练。结果显示:无论是使用训练词库还是迁移词库,教学实验组在后测中的英语语音意识成绩显著高于积极对照组和消极对照组。后两者成绩无显著差异。 本文得出以下结论: (1)英语熟练度影响语音意识与词汇拼读技能之间的关系:英语语音意识对非熟练者(中国英语学习者和英语母语儿童)的影响更大。 (2)前置单词音-义连接训练能够有效提升汉语母语儿童的英语语音意识能力。 (3)前置单词音-义连接训练能够有效提升汉语母语成人的英语语音意识和词汇拼读能力,且有较持久的效果。 (4)结合单词音-义连接的自然拼读法在实际教学中的应用效果显著。 本研究揭示了汉语母语者英语语音意识训练的局限性,并提供了解决思路。研究结果提示教学实践者在为中国英语学习者设计英语语音意识训练时,应考虑补偿其缺失的单词音-义连接经验,更有针对性地制定教学策略。更多还原

【Abstract】 Phonological awareness,the ability to perceive and manipulate phonological representations,is critical for the development of literacy skills in language learners.However,native Chinese speakers significantly lag behind native English speakers in their English phonological awareness skills.Therefore,enhancing the English phonological awareness of native Chinese speakers is of great importance for their language development.Evidence from prior studies indicates that phonological awareness training significantly improves the word reading abilities of both native English speakers and learners of English as a second language. Nevertheless,native Chinese speakers may benefit less from English phonological awareness training due to their lack of experience in phonological-semantic connections of words.Native English children aged five to six have already established phonological-semantic connections of words in their daily lives.Their primary task thereafter is to learn the mapping between known spoken forms and unfamiliar written forms(Seidenberg & Mc Clelland,1989).Once children grasp the grapheme-to-phoneme correspondence rules of words,they can quickly transform written language into spoken language and understand the meanings.This process forms a network of orthography-phonology-semantics associations in the mental lexicon,potentially enhancing the efficiency of word reading.However,for native Chinese children in the early stages of elementary school,even if they can master the grapheme-to-phoneme correspondence rules through phonics instruction,their inability to extract semantics through phonology makes it difficult to establish an accessible pattern of lexical sound,form,and meaning.This may result in less benefit for native Chinese speakers in English phonological awareness instruction. This paper conducted a series of studies,including comparing the developmental levels of English phonological awareness between native Chinese and native English speakers,examining their impact on word reading ability,analyzing differences in training effects and influencing factors,and investigating the impact of phonological-semantic connection experiences on native Chinese speakers' English phonological awareness abilities in both laboratory and natural teaching contexts. To be specific,study 1A assessed the level of English phonological awareness in native Chinese speakers and selected native English speakers as a comparative sample.It compared the differences in English segmental and suprasegmental phonological awareness between children and adults from Chinese and English linguistic backgrounds.The results found that English segmental and suprasegmental phonological awareness abilities in native English children and adults were significantly higher than those in native Chinese children and adults.Study 1B investigated the relationship between English segmental and suprasegmental phonological awareness and word reading ability among native Chinese and English speakers,both children and adults.The results showed that both segmental and suprasegmental phonological awareness were significantly correlated with English word reading abilities of both native Chinese and English children and native Chinese adults,but not native English adults. Study 2A used meta-analysis techniques to compare the benefits of English phonological awareness training between native Chinese and English speakers and to examine factors affecting the training outcomes.Following an extensive search of peer-reviewed literature published between 1990 and December 2023,a total of 101 articles were selected,including9,802 participants.The results showed:(1)native English speakers demonstrated significantly better training effects in overall phonological awareness and its subcomponent,phonemic awareness,compared to native Chinese speakers;(2)the optimal benefit window for native English speakers was under 6 years old,whereas for native Chinese speakers it was 13 years old and above;(3)merely increasing training intensity(duration and frequency)did not enhance the training effects for native Chinese speakers;(4)sample characteristics,training content,and training methods all influenced the effectiveness of phonological awareness training.Study 2B,also using meta-analysis methods,examined the difference in the effectiveness of phonological awareness training that incorporated lexical semantic teaching versus training that did not,among native Chinese speakers.By searching all relevant literature prior to December 2023,including both peer-reviewed and unpublished papers,37 articles were included,comprising a total of 3,686 individuals.The results revealed that for native Chinese speakers,English phonological awareness training combined with lexical semantic knowledge showed more significant training effects. Studies 3A and 3B conducted laboratory-based short-term training to validate the impact of phonological-semantic connection experience on phonics instruction for native Chinese children and adults.Study 3A examined the immediate effect of prior phonological-semantic connection experience on native Chinese in English phonics instruction.We adopted a single factor between-subjects design with three levels(The pre-phonological and semantic connection training group was the experimental group;the pre-initial sound discrimination training group was the positive control group;the group without pre-training was the negative control group),with 120 grade-four students(starting English learning in the third grade)in a primary school.The experiment was conducted in two phases: an initial training phase followed by phonics instruction for all three groups.The results revealed that children who had established phonological-semantic connections of words in the pre-training benefited more from the subsequent phonics training.They showed better English phonological awareness ability and transfer effects in novel words compared with the trained words.Study3 B investigated the immediate and long-term effects of prior phonological-semantic connection experience on native Chinese adults in English phonics instruction.Forty-four sophomore students were chosen as participants,employing a 3(test time: pre-test,post-test,delayed post-test)× 2(training conditions: phonological-semantic and initial sound discrimination)factorial within-subject design.A Latin square design was used to balance the materials and participants across the conditions.The findings revealed that compared to initial sound discrimination training,phonological-semantic connection training significantly improved adults' English phonological awareness and word reading performance in both the post-test and delayed post-test. Study 4 examined the effects of phonics instruction incorporating phonological-semantic connections in real classroom teaching in a naturalistic setting.Ninety-nine second-grade elementary students(starting English learning in the first grade)were allocated to the teaching experimental group,the active control group,and the passive control group.During the four-week training,the teaching experimental group received phonics instruction integrated with phonological-semantic connections training,the active control group learned about the International Phonetic Alphabet in English,and the passive control group did not undergo any training.The results indicated that,for both trained and transfer words,the post-test English phonological awareness scores of the teaching experimental group were significantly higher than those of the active control and passive control groups,with no significant difference between the latter two. This paper concludes the following: (1)English proficiency affects the relationship between phonological awareness and word reading skills: Phonological awareness has a greater impact on non-proficient individuals,including Chinese English learners and native English children. (2)Prior phonological-semantic connection training can effectively enhance the English phonological awareness abilities of native Chinese children. (3)Prior phonological-semantic connection training can effectively improve the English phonological awareness and word reading abilities of native Chinese adults,with lasting effects. (4)Phonics instruction that integrates phonological-semantic connections demonstrates significant effectiveness in real classroom teaching. This study reveals the limitations of English phonological awareness training for native Chinese speakers and suggests solutions.The findings advise practitioners in teaching English phonological awareness to Chinese English learners to consider compensating for their lack of phonological-semantic connection experiences and to formulate more targeted teaching strategies.更多还原