音-义连接经验对自然拼读教学法效果的影响

doi:10.16187/j.cnki.issn1001-4918.2025.03.07

摘要/Abstract

摘要： 非英语母语国家的英语语音教学中,越来越多引入了英语母语国家的自然拼读教学法。然而,缺乏先前音-义连接经验的非英语母语者能否从这种形-音对应训练中同等获益呢？为了检验非英语母语者中音-义连接经验对拼读教学法效果的影响,以120名四年级小学生为被试,采用单因素三水平(前置音-义连接训练组作为实验组,前置首音辨别训练组作为积极对照组,无前置训练组作为消极对照组)被试间实验设计,考查了拼读法训练效果。结果发现,在前置训练中建立起单词音-义连接的儿童从随后的拼读法训练中受益更多,表现出更强的单词拼读能力,并且在新词材料中表现出了近迁移效应。该结果提示在汉语母语者中引进自然拼读教学法的局限性以及解决思路。

关键词: 拼读教学法, 语音意识, 音-义连接, 单词拼读, 外语教学

Abstract: Phonics instruction from English-speaking countries is increasingly introduced in English lessons in non-native English-speaking countries. However, can non-native English speakers who lack prior experience in phonological and semantic connections of words benefit equally from grapheme-phoneme correspondence training? To examine the influence of non-native English speakers’ prior experience of phonological-semantic connections of words on phonics instruction, we adopted the single factor between-subjects design with triple levels (The pre-phonological and semantic connection training group was the experimental group; the pre-initial sound discrimination training group was the positive control group; the group without pre-training was the negative control group), with 120 grade-four students in a primary school. The results showed that children who had established phonological-semantic connections of words in the pre-training benefited more from the subsequent phonics training. They showed better word reading ability and transfer effects in novel words compared with the trained words. The results indicate the limitations and solutions of phonics instruction in native Chinese speakers.

Key words: phonics instruction, phonological awareness, phonological and semantic connections, word reading, foreign language teaching

中图分类号:

G442

姜莹, 盖笑松, Jenny Thomson. 音-义连接经验对自然拼读教学法效果的影响[J]. 心理发展与教育, 2025, 41(3): 368-376.

JIANG Ying, GAI Xiaosong, JENNY Thomson. Experience in Phonological and Semantic Connections Influences the Effect of Phonics Instruction[J]. Psychological Development and Education, 2025, 41(3): 368-376.

参考文献

Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2019). Orthographic learning in Spanish children:Influence of previous semantic and phonological knowledge. Journal of Research in Reading, 42(1), 137-149.
Armbruster, B. B., Lehr, F., Osborn, J., & Adler, C. R. (2009).Put reading first: The research building blocks of reading instruction: Kindergarten through grade 3 (3rd ed.). National Institute for Literacy.
Audacity Team. (2019). Audacity(R): Free audio editor and recorder [Computer software]. Version 2.3.2. Retrieved June 10, 2019, from https://audacityteam.org/
Barry, A. (2008). Reading the past: Historical antecedents to contemporary reading methods and materials.Reading Horizons: A Journal of Literacy and Language Arts, 49(1), Retrieved from. https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/4
Bermúdez-Margaretto, B., Beltrán, D., Shtyrov, Y., Dominguez, A., & Cuetos, F. (2020). Neurophysiological correlates of top-down phonological and semantic influence during the orthographic processing of novel visual word-forms.Brain Sciences, 10(10), 717. https://doi.org/10.3390/brainsci10100717
Bus, A. G., & Van Ijzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies.Journal of Educational Psychology, 91(3), 403-414.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
Chu, M. C., & Chen, S. H. (2014). Comparison of the effects of two phonics training programs on L2 word reading.Psychological Reports, 114(1), 272-291.
Duff, F. J., & Hulme, C. (2012). The role of children’s phonological and semantic knowledge in learning to read words.Scientific Studies of Reading, 16(6), 504-525.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250-287.
Huo, S., & Wang, S. (2017). The effectiveness of phonological-based instruction in English as a foreign language students at primary school level: A research synthesis. Frontiers in Education, 2, 15. https://doi.org/10.3389/feduc.2017.00015
Li, S., & Woore, R. (2021). The effects of phonics instruction on L2 phonological decoding and vocabulary learning: An experimental study of Chinese EFL learners.System, 103(11), 102677.https://doi.org/10.1016/j.system.2021.102677
Lin, D., Liu, Y., Sun, H., Wong, R. K. S., & Yeung, S. S. S. (2017). The pathway to English word reading in Chinese ESL children:The role of spelling. Reading and Writing, 30(1), 87-103.
Lu, Y. Y., & Hu, C. F. (2019). Dynamic assessment of phonological awareness in young foreign language learners:Predictability and modifiability. Reading and Writing, 32(4), 891-908.
Marinova-Todd, S. H., Zhao, J., & Bernhardt, M. (2010). Phonological awareness skills in the two languages of Mandarin-English bilingual children. Clinical Linguistics and Phonetics, 24(4-5), 387-400.
McKay, A., Davis, C., Savage, G., & Castles, A. (2008). Semantic involvement in reading aloud: Evidence from a nonword training study. Journal of Experimental Psychology: Learning Memory and Cognition, 34(6), 1495-1517.
Monroe, L. B. (1877).The chart-primer, or, first steps in reading. Philadelphia: Cowperthwait & Company.
Niolaki, G., Vousden, J., Terzopoulos, A., Shepherd, D. L., Debney, L., & Masterson, J. (2022). Spelling predictors; Investigating the role of phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction, 80, 101635. https://doi.org/10.1016/j.learninstruc.2022.101635
Powell, D., & Atkinson, L. (2021). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.Journal of Educational Psychology, 113(4), 706-718.
Seidenberg, M. S., & McClelland, J. L. (1989).A distributed, developmental model of word recognition and naming. Psychological Review. 96(4), 523-568.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition.Cognition, 55(2), 151-218.
Suárez-Coalla, P., & Cuetos, F. (2017). Semantic and phonological influences on visual word learning in a transparent language.Quarterly Journal of Experimental Psychology, 70(4), 772-781.
Vadasy, P. F., & Sanders, E. A. (2010). Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. Journal of Educational Psychology, 102(4), 786-803.
Vadasy, P. F., & Sanders, E. A. (2013). Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: The influence of language status and word reading skills on third-grade literacy outcomes.Reading and Writing, 26(6), 821-843.
Zhou, L., Duff, F. J., & Hulme, C. (2015). Phonological and semantic knowledge are causal influences on learning to read words in Chinese. Scientific Studies of Reading, 19(6), 409-418.
凌顺诗. (2019). 小学英语自然拼读教学历程回顾与展望——以广州市番禺区的研究与实践为例. 英语学习, (11), 16-20.
潘颖, 盖笑松. (2013). 汉语母语与英语母语学生英语语音意识发展趋势的比较研究. 心理与行为研究, 11(1), 73-77.

相关文章 15

[1]	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.
[2]	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.
[3]	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.
[4]	姜薇, 张林军, 舒华. 汉语语音范畴性知觉在儿童早期阅读中的作用[J]. 心理发展与教育, 2015, 31(3): 271-278.
[5]	李蓓蕾, 陶沙, 董奇. 英语语音意识在汉语儿童英语单词阅读及拼写中的作用[J]. 心理发展与教育, 2011, 27(4): 388-393.
[6]	李虹, 饶夏溦, 董琼, 朱瑾, 伍新春. 语音意识、语素意识和快速命名在儿童言语发展中的作用[J]. 心理发展与教育, 2011, 27(2): 158-163.
[7]	刘文理, 伊廷伟, 杨玉芳. 汉语语音型阅读障碍儿童的范畴知觉技能[J]. 心理发展与教育, 2010, 26(6): 569-576.
[8]	李虹, 舒华. 学前和小学低段不同识字量儿童的认知能力比较[J]. 心理发展与教育, 2009, 25(3): 1-8.
[9]	唐珊, 伍新春. 不同的拼音教学方式对幼儿拼音水平及汉语语音意识发展的影响[J]. 心理发展与教育, 2009, 25(2): 68-72.
[10]	郑小蓓, 王正科, 刘冬梅, 许婕, 李文玲, 孟祥芝. 语音训练对幼儿英语语音意识和字母知识的促进[J]. 心理发展与教育, 2009, 25(1): 66-71.
[11]	陶沙, 冯艳皎, 李伟. 语音意识的不同成分在汉语儿童英语阅读学习中的作用[J]. 心理发展与教育, 2007, 23(2): 82-92.
[12]	李庆安, 杨青, 张萌, 王保云, 王艳华. 四种语音意识干预模式对小学生英文单词朗读作用的比较[J]. 心理发展与教育, 2007, 23(1): 93-100.
[13]	李庆安, 许莹, 林崇德, 张萌, 姚峰, 林依. 音标-语音意识的整合训练对英文准朗读的作用[J]. 心理发展与教育, 2006, 22(4): 68-76.
[14]	管益杰, 李燕芳, 董奇. 学前儿童英语语音意识、字母知识及口语词汇之间关系的研究[J]. 心理发展与教育, 2006, 22(2): 7-11.
[15]	阮福金, 周晖, 李峰. 家庭文化环境对幼儿语音意识的作用[J]. 心理发展与教育, 2006, 22(1): 13-17.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed