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

摘要/Abstract

摘要： 采用前-后测对比组的准实验设计,将84名小学三年级学生分配到四种语音意识干预组,即:单纯的音素意识训练组、字母-音素意识二合一训练组、字母-音标-音素意识三合一训练组和字母-音标-反切意识三合一训练组,旨在比较四种语音意识干预模式对于小学三年级学生英语语音意识和英文单词朗读技能的作用。结果表明:(1)就音素合成与音素替换技能的训练而言,字母-音标-反切意识三合一训练模式,都会产生一定的优势;(2)四种语音意识干预模式,不仅能够显著地提高小学三年级学生的英文单词朗读技能,而且能够使他们将经过干预而获得的朗读技能迁移到陌生词的朗读之中;(3)虽然四种语音意识干预模式都能够显著地促进小学三年级学生的英文单词朗读技能,但是,字母-音素意识二合一训练模式的促进作用最大。

关键词: 语音意识, 干预模式, 英语, 音标, 字母发音, 朗读技能

Abstract: A pretest-posttest comparison group quasi-experimental design was adopted,84 grade three pupils were assigned to four phonological awareness interventional groups,namely,the group of purely phonemic awareness training, the group of integrated training of phonemic awareness with letter-sound,the group of integrated training of phonemic awareness with letter-sound and phonemic transcription,and the group of integrated training of onset-rime awareness with letter-sound and phonemic transcription,and the effects of the four patterns of phonological awareness interventions on English phonological awareness and English words decoding skills for grade three pupils were compared.The findings were as follows:(1)in terms of the phonemic blending and substitution skills,the pattern of integrated training of onset-rime awareness with letter-sound and phonemic transcription could result in certain advantage;(2)all of the four patterns of phonological awareness interventions could enhance significantly English words decoding skills for grade three pupils, and could make them to generalize the decoding skills acquired from interventions to the decoding of the unfamiliar words; (3)all of the four patterns of phonological awareness interventions could enhance significantly English words decoding skills for grade three pupils,however,the patterns of integrated training of phonemic awareness with letter-sound could make the largest enhancement.

Key words: phonological awareness, interventional patterns, English, phonemic transcription, letter-sound, decoding

中图分类号:

G447

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.

LI Qing-an, YANG Qing, ZHANG Meng, WANG Bao-yun, WANG Yan-hua. Comparisons among the Effects of Four Patterns of Phonological Awareness Interventions on English Words Decoding[J]. Psychological Development and Education, 2007, 23(1): 93-100.

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