發(fā)布時間：2018-04-26 02:07

  本文選題：英語拼讀 + 音位意識　； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：早在18世紀(jì)90年代,英語拼讀(phonics)出現(xiàn)于美國閱讀教學(xué)中。直到20世紀(jì)60年代英語拼讀的教學(xué)才在西方語言學(xué)領(lǐng)域引起廣泛的關(guān)注。在20世紀(jì)90年代英語拼讀教學(xué)在教學(xué)上代替了全詞法教學(xué)。之后的年代里,關(guān)于兩種教學(xué)方法的討論沒有停歇。大多數(shù)有關(guān)英語拼讀教學(xué)的研究都與兒童單詞解碼能力、閱讀能力關(guān)系展開,但其研究對象均是以英語為母語的兒童。針對英語作為第二外語的初學(xué)者的閱讀能力方面的研究寥寥無幾。本研究以中國兒童作為研究對象,在完成系統(tǒng)英語拼讀學(xué)習(xí)后,分階段對其英語閱讀能力的研究從以下三個方面展開:第一,探索中國兒童英語拼讀與閱讀能力的相互關(guān)系;第二,研究英語拼讀中三個階段的英語語音能力與閱讀能力的關(guān)系,并得出英語拼讀對中國兒童英語閱讀水平的影響,及適合中國兒童的英語拼讀發(fā)展的規(guī)律;第三,通過數(shù)據(jù)分析,總結(jié)出中國兒童的英語拼讀能力發(fā)展的特點。本實驗的研究對象是河北省秦皇島市開發(fā)區(qū)第一中學(xué)附屬小學(xué)二年級的86名中國兒童,這些中國兒童均來自中國家庭環(huán)境,并沒有接受過正規(guī)系統(tǒng)的英語拼讀訓(xùn)練。本研究分三個階段對正接受系統(tǒng)英語拼讀教學(xué)的中國兒童進(jìn)行英語拼讀和閱讀測試。第一個階段為學(xué)生在26個字母的認(rèn)讀、字母在單詞中的發(fā)音、押韻意識和音位認(rèn)識的學(xué)習(xí)完成后進(jìn)行測試;第二個階段為學(xué)生學(xué)習(xí)輔音字母組合認(rèn)讀、押韻意識、音位意識和音節(jié)后,進(jìn)行押韻,音位,音節(jié)和閱讀測試;第三個階段為學(xué)生學(xué)完元音字母組合認(rèn)讀、押韻意識、音位意識和規(guī)則單詞與不規(guī)則單詞的認(rèn)讀后進(jìn)行語音拼讀和閱讀測試。通過從三個階段測試的數(shù)據(jù)進(jìn)行分析,得出相應(yīng)結(jié)論。本實驗的研究結(jié)果如下:首先,本研究證明了中國兒童英語拼讀的掌握與英語閱讀能力成正向相關(guān)的關(guān)系;其次,中國兒童英語拼讀能力的發(fā)展遵循了以英語為母語的國家兒童英語拼讀能力發(fā)展的特點,即由易到難,從字母認(rèn)知和字母發(fā)音到音位分析。按著字母認(rèn)知、字母發(fā)音、字母組合發(fā)音、押韻意識、音位意識、音位分析的順序發(fā)展。然而,針對中國兒童英語拼讀能力的研究又發(fā)現(xiàn)了其特殊之處,中國拼音的音位意識與英語拼讀能力發(fā)展有正向相關(guān)關(guān)系。中國兒童的音位分析與音位意識同時發(fā)展,優(yōu)先于單詞解碼發(fā)展,與單詞認(rèn)讀和英語閱讀能力成正相關(guān)關(guān)系。上述研究結(jié)果證明了英語拼讀學(xué)習(xí)有助于英語初學(xué)者語音意識、音位意識、單詞解碼、拼讀能力與閱讀能力的培養(yǎng)與提高。
[Abstract]:As early as the 18 th-90 s, English phonetics appeared in American reading teaching. It was not until the 1960 s that the teaching of English spelling attracted wide attention in the field of western linguistics. In the 1990 s, English spelling teaching took the place of all-word teaching. In the years that followed, there was no pause in the discussion of the two teaching methods. Most of the researches on English spelling teaching are related to children's ability to decode words and their reading ability, but the subjects are all children whose mother tongue is English. There is little research on the reading ability of English as a second language learner. This study takes Chinese children as the research object. After completing the systematic English spelling learning, the research on their English reading ability is carried out in three stages: first, exploring the relationship between Chinese children's English spelling and reading ability; Secondly, the relationship between English phonetic ability and reading ability in three stages of English spelling is studied, and the influence of English spelling on Chinese children's English reading level and the rules of English spelling development suitable for Chinese children are obtained. Through the analysis of data, this paper summarizes the characteristics of the development of Chinese children's English spelling ability. The subjects of this study are 86 Chinese children in Grade 2 of the first Middle School affiliated to the first Middle School in Qinhuangdao City, Hebei Province. These Chinese children are from Chinese family environment and have not received formal English spelling training. In this study, three stages of English spelling and reading tests were conducted on Chinese children who were undergoing systematic English spelling teaching. The first stage is the students' recognition of the 26 letters, the pronunciation, rhyme awareness and phonological awareness of the letters in the word are tested after the completion of the study; the second stage is the students learning consonant combination recognition, rhyme awareness, After phonological awareness and syllable, rhyme, phoneme, syllable and reading test were performed. Phoneme awareness and recognition of regular words and irregular words were examined after phonetic spelling and reading. By analyzing the data of the three-stage test, the corresponding conclusions are drawn. The results of this study are as follows: firstly, this study proves that the mastery of Chinese children's English spelling has a positive correlation with their English reading ability; secondly, The development of Chinese children's English spelling ability follows the characteristics of the development of children's English spelling ability in the native English-speaking countries, that is, from easy to difficult, from alphabetic cognition and pronunciation to phoneme analysis. The development of alphabetic cognition, alphabetic pronunciation, alphabetic combination pronunciation, rhyme consciousness, phonological awareness, phonetic analysis. However, the study of Chinese children's English spelling ability has found its special features, and there is a positive correlation between phoneme awareness and the development of English spelling ability. Chinese children's phoneme analysis and phoneme consciousness developed simultaneously, which took precedence over word decoding and had a positive correlation with word recognition and English reading ability. The results show that English spelling learning is helpful to the cultivation and improvement of English beginners' phonological awareness, phonological awareness, word decoding, spelling ability and reading ability.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.31

【參考文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 潘穎;漢語學(xué)生英語語音意識發(fā)展特點及其與閱讀的關(guān)系[D];東北師范大學(xué);2011年

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本文編號：1803989