近幾十年來,越來越多的二語閱讀研究表明,二語語素意識在雙語兒童的二語單詞認(rèn)讀中起著至關(guān)重要的作用。此外,從一語語素意識到二語單詞認(rèn)讀的跨語言遷移已經(jīng)在大量研究中得到證實(shí),這些研究中的一語和二語都是字母語言,如西班牙語和英語。對于像漢語這樣的非字母語言的語素,它與英語語素有很大不同,而關(guān)于漢語語素與英語閱讀能力之間的關(guān)系知之甚少。大量二語閱讀研究主要關(guān)注幼兒園或一至三年級兒童的英語單詞閱讀,很少有研究關(guān)注句子或篇章閱讀理解,且研究對象是小學(xué)高年級學(xué)生,他們的語言學(xué)習(xí)背景更為復(fù)雜的。本研究旨在以四年級漢語兒童的英語閱讀能力為對象,探討三個(gè)問題:第一,英語語素和英語閱讀之間的關(guān)系是什么?第二,漢語語素與英語閱讀的關(guān)系是什么?第三,在四年級階段,英語語素和漢語語素哪一個(gè)對漢語兒童的英語閱讀能力影響更大?為了探索這三個(gè)研究問題,通過漢語和英語語素測試,英語閱讀閱讀測試,從135名四年級學(xué)生中選擇出60名在漢語和英語語素以及閱讀能力方面無差異的中國小學(xué)四年級學(xué)生參加本研究的語素訓(xùn)練項(xiàng)目。在這個(gè)訓(xùn)練項(xiàng)目中,他們被分為三組,即接受漢語語素訓(xùn)練的實(shí)驗(yàn)組1（G1）,接受英語語素訓(xùn)練的實(shí)驗(yàn)組2（G2）和不接... 

【文章來源】：杭州師范大學(xué)浙江省

【文章頁數(shù)】：82 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Pedagogical Significance
        1.2.2 Theoretical Significance
    1.3 Framework of this Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Definition of Reading Ability
    2.2 Morphological as a universal metalinguistic skill of reading
    2.3 Morphological as language-specific construct:Chinese versus English
    2.4 Studies on the effects of L2 morphological awareness on L2 reading
    2.5 Cross-language transfer of L1 morphological awareness to L2 reading
    2.6 Research Questions
CHAPTER THREE RESEARCH DESIGN
    3.1 Participants
    3.2 Instruments
        3.2.1 Measures for Chinese MA
        3.2.2 Measures for English MA
        3.2.3 English Word Reading Test
        3.2.4 English Reading Comprehension at Sentence and Passage Level
    3.3 Training Program
    3.4 Training Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Results of Pre-test
        4.1.1 Analysis of Reading Test Statistics
        4.1.2 Analysis of MA Test Statistics
    4.2 Results and Discussion of Post-test
        4.2.1 Results of Question One:English MA and English Reading Ability
        4.2.2 Results of Question Two:Chinese MA and English Reading Ability
        4.2.3 Results of Research Question Three:Chinese MA VS English MA
    4.3 Discussion
        4.3.1 Within-language effect of English MA on English Reading Ability
        4.3.2 Cross-language transfer of Chinese MA to English Reading Ability
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Implications
        5.2.1 Theoretical Implications
        5.2.2 Pedagogical Implications
    5.3 Limitations and Suggestions
REFERENCES
APPENDICES
    Appendix1:English Morphological Awareness for Fre-testing and Post-testing
    Appendix2:Chinese Morphological Awareness for Pre-testing and Post-testing
    Appendix3:Word Reading for Pre-testing
    Appendix4:Word Reading for Post-testing
    Appendix5:Pre-testing Paper of English Reading Ability
    Appendix6:Post-testing Paper of English Reading Ability
    Appendix6:Data of Pre-test
    Appendix7:Data of Post-test
    Appendix8:Original Data of Pre-test of Reading among 135 Students
ACKNOWLEGEMENTS



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