本文選題：初中生 + 語音意識　； 參考：《延安大學》2017年碩士論文

【摘要】：自語音意識的概念被提出以來,就一直被心理學和語言學領(lǐng)域的研究者廣泛應(yīng)用著。國外許多學者在研究英語語音意識與兒童閱讀能力,單詞拼讀能力之間關(guān)系上取得了很多成果,認為英語語音意識可以預(yù)測或者影響兒童的英語閱讀能力和單詞拼讀能力的發(fā)展。但國外的研究其被試對象主要是以英語為母語的兒童。近年來,國內(nèi)一些學者把漢語為母語的兒童作為研究對象,研究中國兒童在學習英語的過程中,英語語音意識與閱讀能力的關(guān)系,發(fā)現(xiàn)英語語音意識可以預(yù)測兒童的英語閱讀水平。其中,關(guān)于探討語音意識與詞匯拼讀、詞匯短時記憶之間關(guān)系的研究還比較少。經(jīng)一些研究發(fā)現(xiàn),詞匯短時記憶與詞匯習得的內(nèi)部加工都是以語音編碼為基礎(chǔ)的,其與語音意識有著密切的聯(lián)系,但英語語音意識對于中國學生詞匯短時記憶的有效性還需更多研究進行更加深入的探究�？紤]到詞匯學習對于中國學生的困難程度和重要性,本研究將探討英語語音意識對初中生詞匯短時記憶水平的有效性,以從語音意識的角度來提升和改善初中階段英語詞匯教學的方法與策略。作者將圍繞三個研究問題展開討論:第一,初中生的英語語音意識具有什么樣的特點?第二,英語語音意識對于提高初中生詞匯短時記憶水平是否有效?第三,英語語音意識的哪種成分最有效?針對上述研究問題,作者隨機選取了陜西省榆林市定邊縣第三中學初二年級兩個班級共64名同學作為研究對象,設(shè)定一個班為實驗班,另一個班為對照班。本研究所使用的研究工具有英語語音意識測驗和詞匯短時記憶水平測驗。其中英語語音意識測驗包括了音節(jié)意識、首尾韻意識和音位意識三個部分的測驗,詞匯短時記憶水平測驗包括了詞匯再認測試和補筆測試兩個部分。實驗開始,作者首先對兩個班同時進行了英語語音意識測驗和詞匯短時記憶水平測驗,得到的結(jié)果是實驗班、對照班的語音意識與詞匯短時記憶水平并無顯著性差異。在對實驗班進行了為期六周的語音意識培訓(xùn)后,再次對兩個班進行了語音意識和詞匯短時記憶水平的測驗,得到的結(jié)果是實驗班的英語語音意識測驗和詞匯短時記憶水平測驗的成績都有了明顯的提高,且二者相關(guān)性較高,而對照班的英語語音意識測驗和詞匯短時記憶水平測驗的成績并無明顯變化。經(jīng)過上述研究過程,作者得到以下幾個主要結(jié)論:第一,初中生英語語音意識呈現(xiàn)出一定的特點,其中首尾韻意識由于在小學階段已經(jīng)得到了較成熟的發(fā)展,所以較音節(jié)意識和音位意識明顯突出。而音節(jié)意識和音位意識亟待在日后的學習活動中得到進一步提高。第二,初中生的英語語音意識在經(jīng)過培訓(xùn)后有明顯提高,其詞匯的短時記憶水平也相應(yīng)地有所提升,也就是說英語語音意識對于提高初中生詞匯短時記憶水平是有效的。英語教師應(yīng)在日常教學中增加關(guān)于語音知識方面的內(nèi)容,幫助學生提高詞匯短時記憶的能力,進而提高英語詞匯學習的效率。第三,音節(jié)意識對于提高初中生整體的英語語音意識具有重要的意義,對提升初中生的詞匯短時記憶水平最為有效。
[Abstract]:Since the concept of speech consciousness has been put forward, it has been widely used by researchers in the field of psychology and linguistics. Many foreign scholars have made a lot of achievements in studying the relationship between English phonetic consciousness and children's reading ability and the ability to spell word. It is believed that English phonological awareness can predict or affect children's English reading. But in recent years, some domestic scholars have taken Chinese as a native language child as the research object. In recent years, some scholars have studied the relationship between Chinese children's English phonetic awareness and reading ability in the process of learning English, and find that English phonetic awareness can be found. In order to predict the English reading level of children, there are few studies on the relationship between phonological awareness and vocabulary spelling and short term memory. Some studies have found that the internal processing of short term memory and vocabulary acquisition is based on speech coding, which is closely related to phonological awareness, but English phonetics is intended. Further research is needed to explore the effectiveness of short term memory for Chinese students. Considering the difficulty and importance of vocabulary learning for Chinese students, this study will explore the effectiveness of English phonological awareness on the short-term memory level of junior high school students, in order to improve and improve the initial level of the vocabulary from the Perspective of phonological awareness. The methods and Strategies of English Vocabulary Teaching in the middle stage. The author will discuss three research questions: first, what are the characteristics of the English phonetic consciousness of junior high school students? Second, is English phonological awareness effective in improving junior middle school students' vocabulary short term memory level? Third, what is the most effective part of the English phonetic consciousness? In the study, the author randomly selected 64 class two classes in the second grade third middle school of Dingbian County, Yulin, Shaanxi Province as the research object, set one class as the experimental class and the other one as the control class. The research tools used in this study were English phonetic consciousness test and word vocabulary short-term memory level test. The test includes three parts of syllabic consciousness, first and end rhyme consciousness and phoneme consciousness. The vocabulary test of short-term memory level includes two parts: vocabulary recognition test and pen filling test. First, the author first conducted the English speech consciousness test and the vocabulary short memory test on the two classes, and the results were real. There was no significant difference in the level of phonological awareness and short term memory in the control class. After six weeks of speech awareness training in the experimental class, the two classes were tested again, and the results were the English phonological awareness test and the short term memory level in the experimental class. The results of the test have been significantly improved, and the correlation of the two is higher, while the results of the English phonological awareness test and the vocabulary short memory test in the control class have no significant changes. The author has obtained the following main conclusions: first, the English phonetic consciousness of junior high school students has some characteristics, of which the first and the end are the first. The awareness of syllables and the awareness of phonemes are obviously prominent. The syllabic consciousness and the awareness of phonemes need to be further improved in the learning activities in the future. Second, the English phonetic consciousness of junior high school students is obviously improved after training, and the short-term memory level of their vocabulary It is also promoted accordingly, that is, English phonetic awareness is effective in improving junior middle school students' short term memory level. English teachers should increase the content of phonetic knowledge in daily teaching, help students improve their ability to memorizing vocabulary, and then improve the efficiency of English vocabulary learning. Third, syllabic awareness is the best way to improve the efficiency of English vocabulary learning. It is of great significance to improve the overall English phonological awareness of junior high school students, and to enhance the short-term memory level of junior high school students.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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