本文選題：語音加工能力 + 語音意識(shí)��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：語音加工能力(phonological processing skill,PPS)是指?jìng)�(gè)體在處理口頭和書面語言的過程中,對(duì)語言的聲音方面的信息(比如,語言的發(fā)音)的操縱和運(yùn)用的能力,它在個(gè)體對(duì)書面語言和口語進(jìn)行處理的過程中,對(duì)語音信息的獲得和使用起著非常重要的作用。語音加工能力由語音意識(shí)、語音命名速度和語音工作記憶三個(gè)子成分構(gòu)成。本研究先對(duì)兒童語音加工能力的發(fā)展進(jìn)行系統(tǒng)性的考察,之后探討語音加工能力與小學(xué)兒童語文成績(jī)的關(guān)系。論文共有兩項(xiàng)研究組成:研究一:考察小學(xué)兒童語音加工能力的發(fā)展特點(diǎn)。采用語音意識(shí)測(cè)驗(yàn)(包括音位刪除測(cè)驗(yàn)、韻母覺察測(cè)驗(yàn)、聲調(diào)覺察測(cè)驗(yàn)、聲母覺察測(cè)驗(yàn))、語音命名速度測(cè)驗(yàn)(包括數(shù)字快速命名測(cè)驗(yàn)和顏色快速命名測(cè)驗(yàn))和語音工作記憶測(cè)驗(yàn)(包括數(shù)字廣度測(cè)驗(yàn)和言語工作記憶測(cè)驗(yàn))來測(cè)量語音加工能力。選取小學(xué)三、四、五年級(jí)學(xué)生為研究對(duì)象,其中45名男生,47名女生。結(jié)果表明:兒童語音加工能力隨年級(jí)增長(zhǎng)得到了迅速發(fā)展,且總體來看,男生的語音加工能力要弱于女生的語音加工能力:(1)兒童語音意識(shí)隨年級(jí)增長(zhǎng)都得到了快速發(fā)展,但音位意識(shí)、韻母和聲母意識(shí)以及聲調(diào)意識(shí)的發(fā)展特點(diǎn)不同,其中前者發(fā)展最為緩慢,后者發(fā)展最為迅速,而韻母與聲母意識(shí)的發(fā)展介于兩者之間;只有音位意識(shí)存在性別差異,男生的音位意識(shí)水平顯著低于女生的音位意識(shí)水平。(2)兒童語音命名速度隨年級(jí)增長(zhǎng)而發(fā)展,數(shù)字快速命名能力和顏色快速命名能力隨年級(jí)增長(zhǎng)而快速發(fā)展,而男生的顏色快速命名能力差于女生的顏色快速自動(dòng)命名能力。(3)兒童語音工作記憶隨年級(jí)增長(zhǎng)而發(fā)展,數(shù)字廣度和言語工作記憶在三年級(jí)到五年級(jí)均呈現(xiàn)穩(wěn)定快速的發(fā)展趨勢(shì);男生的數(shù)字廣度和言語工作記憶均低于女生。(4)兒童語音加工能力的發(fā)展不僅受到年級(jí)的影響,其三個(gè)子成分之間也有非常大的相互作用。研究二:探討語音加工能力與兒童語文成績(jī)的關(guān)系。對(duì)被試期末語文考試成績(jī)進(jìn)行相關(guān)分析和回歸分析。結(jié)果表明:語音加工能力與語文成績(jī)之間存在正相關(guān),語音加工能力能夠?qū)φZ文成績(jī)起到預(yù)測(cè)作用。(1)不同語音加工能力與語文成績(jī)的相關(guān)關(guān)系表現(xiàn)出年級(jí)差異:·三年級(jí)語文成績(jī)只與言語工作記憶有關(guān);四年級(jí)語文成績(jī)與聲母意識(shí)、音位意識(shí)和言語工作記憶有關(guān);五年級(jí)語文成績(jī)與數(shù)字快速命名有關(guān)。(2)不同語音加工能力對(duì)語文成績(jī)的預(yù)測(cè)作用表現(xiàn)出年級(jí)差異:三年級(jí)言語工作記憶對(duì)語文成績(jī)的預(yù)測(cè)力最大;四年級(jí)聲母意識(shí)對(duì)語文成績(jī)預(yù)測(cè)力最大;五年級(jí)數(shù)字快速命名能力對(duì)語文成績(jī)有最大的預(yù)測(cè)作用。
[Abstract]:Phonological processing skills refers to the ability of an individual to manipulate and use information about the sound of a language (for example, the pronunciation of a language) during the processing of spoken and written language. It plays an important role in the acquisition and use of phonetic information in the process of individual processing of written and spoken language. Speech processing ability consists of three sub-components: phonological awareness, speech naming speed and phonological working memory. In this study, the development of children's phonological processing ability was systematically investigated, and then the relationship between phonological processing ability and primary school children's language achievement was discussed. There are two studies in this paper: one is to investigate the developmental characteristics of primary school children's phonological processing ability. Phonological awareness tests (including phonetic deletion test, vowel awareness test, tone awareness test), The phonetic processing ability was measured by initial consonant awareness test, phonetic naming speed test (including digit fast naming test and color fast naming test) and phonetic working memory test (including digit span test and speech working memory test). The third, fourth and fifth grade students of primary school were selected as the research objects, among them 45 boys and 47 girls. The results showed that the phonological processing ability of children developed rapidly with the increase of grade, and in general, the phonological processing ability of boys was weaker than that of girls (1) the phonological awareness of children developed rapidly with the increase of grade. However, phonological consciousness, vowel, consonant consciousness and tone consciousness develop with different characteristics, the former develops most slowly, the latter develops most rapidly, and the vowel and consonant consciousness develops between them. The phonological awareness of boys was significantly lower than that of girls. (2) the rate of phonetic naming of children developed with the increase of grade. The ability of digital fast naming and fast color naming developed rapidly with the increase of grade, while the ability of fast color naming of boys was worse than that of girls. 3) the phonetic working memory of children developed with the increase of grade. The number span and speech working memory showed a steady and rapid development trend from the third to the fifth grade, the number span and the speech working memory of the boys were lower than that of the female students.) the development of the phonological processing ability of the children was not only affected by the grade. There is also a very large interaction among its three subcomponents. Study two: to explore the relationship between phonological processing ability and children's language achievement. The final language test scores were analyzed and analyzed by regression analysis. The results show that there is a positive correlation between speech processing ability and language achievement. Phonological processing ability can predict language achievement. 1) the correlation between different phonological processing ability and Chinese achievement shows grade difference: the third grade language achievement is only related to speech working memory, the fourth grade Chinese achievement and consonant consciousness. Phoneme consciousness is related to verbal working memory; The prediction effect of different phonological processing ability on Chinese achievement shows grade difference: the third grade speech working memory has the best ability to predict Chinese achievement; The consonant consciousness of grade 4 has the greatest ability to predict the Chinese achievement, and the ability of fast naming of the fifth grade has the greatest predictive effect on the Chinese score.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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