中英母语者英语语音意识训练效果对比的元分析

doi:10.16187/j.cnki.issn1001-4918.2026.01.08

摘要/Abstract

摘要： 本研究采用元分析技术,比较中英母语者英语语音意识训练效果的差异。共纳入文献101篇,总样本量为9802人。结果表明:(1)英语母语者在总体语音意识及音位意识子成分上的训练效果显著优于汉语母语者;(2)英语母语者最佳受益时间窗口为6岁以下,汉语母语者最佳受益时间窗口为13岁及以上;(3)单纯增加训练强度(时长和次数)无助于汉语母语者提升训练效果;(4)样本特征、训练内容和训练形式均影响语音意识训练效果。结果提示,相比于英语母语者,汉语母语者由于缺少早期自然习得的音-义连接,更少能够从语音意识训练中获益。为汉语母语者设计英语语音意识训练时,应考虑补偿其缺失的单词音-义连接经验,更有针对性地制定教学策略。

关键词: 语音意识训练, 音-义连接, 音位意识, 第二语言, 元分析

Abstract: This study utilizes meta-analysis techniques to compare the effects of English phonological awareness training between native Chinese and native English speakers. Including 101 studies with a total sample size of 9,802, the findings are as follows: (1) Native English speakers significantly outperformed native Chinese speakers in overall English phonological awareness and its subcomponent, phoneme awareness ability; (2) For native English speakers, the optimal time window for training was below the age of six, whereas for native Chinese speakers, it was at the age of thirteen and above; (3) Merely increasing training intensity (duration and frequency) did not enhance training effects for native Chinese speakers; (4) Sample characteristics, training content, and training format all significantly influenced the training effects on phonological awareness. The results suggest that compared with native English speakers, native Chinese speakers benefit less from phonological awareness training due to their lack of early natural acquisition of phonological-semantic relations. When designing such training for them, it is crucial to compensate for their lack of experience in word phonological-semantic relations and to develop more targeted teaching strategies.

Key words: phonological awareness training, phonological-semantic relations, phoneme awareness, second language, meta-analysis

姜莹, 盖笑松. 中英母语者英语语音意识训练效果对比的元分析[J]. 心理发展与教育, 2026, 42(1): 70-84.

JIANG Ying, GAI Xiaosong. A Meta-analysis Comparing the Training Effects of English Phonological Awareness between Native Chinese Speakers and Native English Speakers[J]. Psychological Development and Education, 2026, 42(1): 70-84.

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