小学中年级儿童成语理解的发展轨迹及其影响因素

doi:10.16187/j.cnki.issn1001-4918.2025.01.08

摘要/Abstract

摘要： 对283名小学三年级学生进行了历时两年的三次追踪,通过潜变量增长模型探索组合性成语、综合性成语和融合性成语的发展轨迹及语音意识、语素意识和阅读理解对三类成语发展轨迹的预测作用。结果发现:(1) 小学3~5年级期间,三类成语均随时间呈线性发展趋势,起始水平和发展速度均存在显著的个体差异,且组合性成语和综合性成语的发展存在补偿效应;(2) 组合性成语的起始水平同时受到语音意识和阅读理解的正向预测,综合性成语的起始水平同时受到语素意识和阅读理解的正向预测,而融合性成语的起始水平仅受到语素意识的正向预测;(3) 融合性成语的发展速度受到语素意识的负向预测,以及阅读理解的正向预测。结果表明,语音意识、语素意识和阅读理解在三类成语的发展过程中分别发挥着不同的作用,对今后的成语教学具有重要的启示意义。

关键词: 成语理解发展, 语音意识, 语素意识, 阅读理解, 小学中年级儿童

Abstract: Chinese idiom is an important part of children’s language development, and exists widely in spoken and written language. In this study, 283 third-grade Chinese children were selected and followed up three times from grade 3 entering to grade 5 for two years. A latent variable growth model was used to explore the developmental trajectories of high semantic decomposition idiom, middle semantic decomposition idiom, and semantic indecomposable idiom, and the predictive effects of phonological awareness, morphological awareness, and reading comprehension on the developmental trajectories of the three types of idioms. The results showed that: (1) All three types of idioms showed a linear development trend over time with significant individual differences in the initial level and development speed, and there were compensatory effects on the development of high semantic decomposition idiom and middle semantic decomposition idiom; (2) Phonological awareness and reading comprehension could positively predict the initial level of high semantic decomposition idiom, morphological awareness and reading comprehension could positively predict the initial level of middle semantic decomposition idiom, while the initial level of semantic indecomposable idiom was only significantly positively predicted by morphological awareness; (3) Reading comprehension was a positive predictor and morphological awareness was a negative predictor of the development speed of semantic indecomposable idiom. These results indicate that phonological awareness, morphological awareness, and reading comprehension play different roles in the development of three types of idioms, which enriches the recognition of Chinese idioms and has important implications for future idiom teaching.

Key words: idiom comprehension development, phonological awareness, morphological awareness, reading comprehension, middle-grade primary school children

中图分类号:

G442

谢瑞波, 方园园, 伍新春, 阮世芳, 赵英. 小学中年级儿童成语理解的发展轨迹及其影响因素[J]. 心理发展与教育, 2025, 41(1): 68-76.

XIE Ruibo, FANG Yuanyuan, WU Xinchun, NGUYEN Thi Phuong, ZHAO Ying. The Developmental Trajectories of Idiom Comprehension and Its Influential Factors in Chinese Middle-grade Primary School Children[J]. Psychological Development and Education, 2025, 41(1): 68-76.

参考文献

Bakó, B. (2018). Idiom decomposability and variability:The case of eight Hungarian non-decomposable idioms. Argumentum, 14, 313-326.
Berninger, V. W., Abbott, R. D., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphologicalawareness in grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141-163.
Bowey, J. A. (2001). Nonword repetition and young children’s receptive vocabulary: A longitudinal study. Applied Psycholinguistics, 22(3), 441-469.
Burgess, C., & Chiarello, C. (1996). Neurocognitive mechanisms underlying metaphor comprehension and other figurative language. Metaphor and Symbolic Activity, 11(1), 67-84.
Cain, K., Oakhill, J., & Lemmon, K. (2005). The relation between children’s reading comprehension level and their comprehension of idioms. Journal of Experimental Child Psychology, 90(1), 65-87.
Carlisle, J. F., & Kearnes, D. M. (2017). Learning to read morphologically complex words. Theories of Reading Development, 15, 191-214.
Carrol, G., & Littlemore, J.(2020). Resolving figurative expressions during reading:The role of familiarity, transparency, and context. Discourse Processes, 57(7), 609-626.
Chall, J. S. (1983).Stages of reading development. New York,NY: McGraw-Hill.
Kamanga, M., & Banda, F. (2017). The role of linguistic context in children’s interpretation and acquisition of Cicewa idiomatic expressions: A systemic functional linguistics approach. Southern African Linguistics and Applied Language Studies, 35(2), 135-154.
Levorato, M. C., & Cacciari, C. (1995). The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60(2), 261-283.
Levorato, M. C., & Cacciari, C. (2002). The creation of new figurative expressions: Psycholinguistic evidence in Italian children, adolescents and adults. Journal of Child Language, 29(1), 127-150.
Levorato, M. C., Nesi, B., & Cacciari, C. (2004). Reading comprehension and understanding idiomatic expressions: A developmental study. Brain and Language, 91(3), 303-314.
Levorato, M. C., Roch, M., & Nesi, B. (2007). A longitudinal study of idiom and text comprehension. Journal of Child Language, 34(3), 473-494.
Li, L., & Hin Tat, C. (2014). Acquisition of Chinese quadra-syllabic idiomatic expressions: Effects of semantic opacity and structural symmetry. First Language, 34(4), 336-353.
Li, D., Zhang, Y., & Wang, X. (2016). Descriptive norms for 350Chinese idioms with seven syntactic structures. Behavior Research Methods, 48(4), 1678-1693.
Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders.Journal of Educational Psychology, 102(1), 62-73.
Liu, P. D., McBride-Chang, C., Wong, T. T., Shu, H., & Wong, A. M. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34(4), 755-775.
McBride-Chang, C., Cho, J.-R., Liu, H. Y., Wagner, R. K., Shu, H., Zhou, A. B., … Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, HongKong, Korea, and the United States. Journal of Experimental Child Psychology, 92(2), 140-160.
Oakhill, J., Cain, K., & Nesi, B. (2016). Understanding of idiomatic expressions in context in skilled and less skilled comprehenders:Online processing and interpretation. Scientific Studies of Reading, 20(2), 124-139.
Petrovcic, M. (2022). Chinese idioms: Stepping into L2 student’s shoes. Acta Linguistica Asiatica, 12(1), 37-58.
Ruan, Y., Georgiou, G. K., Song, S., Li, Y., & Shu, H. (2018).Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology, 110(2), 180-202.
Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122-133.
Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11(1), 171-181.
Vulchanova, M., Milburn, E., Vulchanov, V., & Baggio, G. (2019). Boon or burden? The role of compositional meaning in figurative language processing and acquisition.Journal of Logic, Language and Information, 28(2), 359-387.
Xie, R.B., Fang, Y. Y., Wu, X. C., & Nguyen, T. P. (2023). Bidirectional longitudinal relationship between Chinese children’s compounding awareness and idiom comprehension among from grades 3 to 5. Reading and Writing, 36(5), 1181-1200.
Zhang, H., Yang, Y., Gu, J., & Ji, F. (2013). ERP correlates of compositionality in Chinese idiom comprehension.Journal of Neurolinguistics, 26(1), 89-112.
陈泊蓉. (2011). 小学中高年级儿童汉语语素意识的发展特点及其与阅读理解的关系(硕士学位论文), 陕西师范大学, 西安.
陈红君, 赵英, 伍新春, 孙鹏, 谢瑞波, 冯杰. (2019). 小学儿童词汇知识与阅读理解的关系: 交叉滞后研究. 心理学报, 51(8), 924-934.
郭晓群. (2017). 汉语成语的认知表征及其神经机制研究(博士学位论文). 浙江大学, 杭州.
胡晶莹. (2007). 成语用词特点及演变研究(硕士学位论文). 江西师范大学, 南昌.
李虹, 饶夏溦, 董琼, 朱瑾, 伍新春. (2011). 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育, 27(2), 158-163.
李利平, 伍新春, 程亚华. (2020). 小学低段汉字识别和听写的发展轨迹: 语素意识的预测作用. 心理学报, 52(5), 623-632.
马健生, 陈元龙. (2019). 学前教育小学化: 困惑与澄清——基于“儿童发展中心”的分析. 北京师范大学学报(社会科学版), (4), 5-14.
马利军, 张积家. (2017) 汉语谚语语义性质及其互相作用关系研究. 浙江大学学报(人文社会科学版), 3(2), 42-54.
王德春. (2006). 语言学通论. 北京: 北京大学出版社.
徐耀民. (1997). 成语的划界、定型和释义问题. 中国语文, 18(1), 11-17.
曾雪晴. (2011). 儿童对汉语成语理解的发展研究(硕士学位论文). 湖南师范大学, 长沙.
张厚粲, 王晓平. (1989). 瑞文标准推理测验在我国的修订. 心理学报, 21(2), 113-121.
张辉, 季锋. (2012). 成语组构性的认知语言学解读——熟语表征和理解的认知研究之二. 外语教学, 33(2), 1-7.

相关文章 15

[1]	冯瑶, 王佳雯, 沈岚岚, 李宜逊, 宋学玲, 伍新春, 李虹, 陈文, 程亚华. 小学低年级儿童部件知识对三年级汉字识别和阅读理解的预测[J]. 心理发展与教育, 2024, 40(6): 816-823.
[2]	史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.
[3]	王淏蘭, 陈红君, 伍新春, 赵英, 孙鹏. 阅读模式对汉语儿童阅读理解的影响:有中介的调节模型[J]. 心理发展与教育, 2023, 39(3): 369-378.
[4]	孙赛男, 何文广. 语音加工的发展、老化及其神经机制[J]. 心理发展与教育, 2022, 38(6): 894-901.
[5]	史梦梦, 任桂琴, 吕潇潇, 张巧, 李海娇. 儿童理解监控的即时加工过程[J]. 心理发展与教育, 2022, 38(4): 592-599.
[6]	张潮, 程亚华, 李利平, 范雨婷, 伍新春. 汉语儿童词语结构意识在阅读理解中的预测作用[J]. 心理发展与教育, 2022, 38(2): 236-243.
[7]	周婷娜, 李宜逊, 李虹, 徐钟庚, 张锋, 程亚华. 汉语儿童口语流畅性与阅读理解的关系:一项三年追踪研究[J]. 心理发展与教育, 2021, 37(5): 691-700.
[8]	林文毅, 杨怡, 余圣陶. 知识验证信念对于多文本阅读理解的影响机制:阅读策略的中介效应和主题知识的调节效应[J]. 心理发展与教育, 2020, 36(6): 708-714.
[9]	闫梦格, 李虹, 李宜逊, 周雪莲, 回懿, 程亚华, 伍新春. 识字量和词汇知识在儿童阅读发展中的相对重要性[J]. 心理发展与教育, 2020, 36(3): 311-317.
[10]	张潮, 丁嫄, 李利平, 陈庆平, 伍新春. 语素意识与听写的双向预测关系:来自追踪研究的证据[J]. 心理发展与教育, 2020, 36(2): 193-199.
[11]	程亚华, 周婷娜, 赵英, 李虹, 伍新春. 小学低年级儿童阅读流畅性的发展轨迹及其对阅读理解的预测作用[J]. 心理发展与教育, 2019, 35(6): 686-696.
[12]	赵英, 伍新春, 陈红君. 汉语儿童语素意识对阅读理解的影响:默读流畅性的中介效应[J]. 心理发展与教育, 2019, 35(4): 430-438.
[13]	方铖豪, 程亚华, 伍新春. 小学低年级儿童汉语语素意识、口语词汇知识对阅读能力的影响:一项追踪研究[J]. 心理发展与教育, 2019, 35(1): 57-67.
[14]	程亚华, 伍新春. 小学一年级阅读流畅性对二、三年级阅读理解的预测[J]. 心理发展与教育, 2018, 34(3): 314-321.
[15]	张玉平, 董琼, 舒华, 吴燕. 语音意识、命名速度和语素意识在汉语阅读发展中的作用[J]. 心理发展与教育, 2017, 33(4): 401-409.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed