音标-语音意识的整合训练对英文准朗读的作用

心理发展与教育 ›› 2006, Vol. 22 ›› Issue (4): 68-76.

音标-语音意识的整合训练对英文准朗读的作用

李庆安¹, 许莹^1,2, 林崇德¹, 张萌¹, 姚峰³, 林依⁴

1. 北京师范大学发展心理研究所, 北京, 100875;
2. 河南教育学院教育系, 郑州, 450014;
3. 北京市东城区府学胡同小学, 北京, 100007;
4. 北京师范大学心理学院, 北京, 100875

出版日期:2006-10-15 发布日期:2006-10-15
通讯作者: 林崇德,北京师范大学发展心理研究所教授.E-mail:linchongde@263.net E-mail:linchongde@263.net

Effects of Integration Training of Phonemic Transcription with Phonological Awareness on Quasi-reading in English

LI Qing-an¹, XU Ying^1,2, ZHANG Meng¹, LIN Chong-de¹, YAO Feng³, LIN Yi⁴

1. Institute of Developmental psychology, Beijing Normal University, Beijing 100875;
2. Department of Education, Henan Educational College, Zhengzhou 450014;
3. Fuxue Hutong Primary School, Dongcheng District, Beijing 100007;
4. School of Psychology, Beijing Normed University, Beijing 100875

Online:2006-10-15 Published:2006-10-15

摘要/Abstract

摘要： 采用前-后测对照组的准实验设计,以39名小学一年级学生为音标知识、音素分解与合成技能相整合的干预组,以23名小学一年级学生为音标知识、音素分解、合成、删除与替换技能相整合的干预组,以28名小学三年级学生为对照组,主要考察了音标-语音意识的整合训练对于英文准朗读技能的作用。结果表明:(1)音标-语音意识的整合训练,有助于小学一年级学生英语语音意识和英文准朗读技能的提高;(2)小学一年级学生英文准朗读技能的培养,有助于其英文朗读技能的培养;(3)音标知识、音素分解与合成技能相整合的训练方案,以及音标知识、音素分解、合成、删除与替换技能相整合的训练方案,均有利于提高小学一年级学生的英文准朗读技能和朗读技能;不过,前一种方案的训练效果,不如后一种方案。

关键词: 音标, 语音意识, 整合, 干预, 准朗读

Abstract: In order to mainly investigate the effects of integrated training of phonemic transcription with phonological awareness on quasi-reading skills in English,a pretest-posttest,comparison group quasi-experimental design was adopted,39 grade 1 pupils were used as the group of integrated training of phonemic transcription knowledge with phonemic segmentation and blending skills,23 grade 1 pupils were used as the group of integrated training of phonemic transcription knowledge with phonemic segmentation,blending,deletion and substitution skills,while 28 grade 3 pupils were used as the comparison group.It was found that (1) integrated training of phonemic transcription with phonological awareness could enhance the phonological awareness in English as well as the quasi-reading skills in English in grade 1 pupils;(2) the waining of the quasi-reading skills in English in grade 1 pupils is helpful to their reading skills in English;(3) both the integrated training of phonemic transcription knowledge with phonemic segmentation and blending skills,and the integrated training of phonemic transcription knowledge with phonemic segmentation,blending,deletion and substitution skill s,could enhance quasi-reading and reading skills in English in grade 1 pupils;howerver the former one is not comnarable to the latter one.

Key words: phonemic transcription, phonological awareness, integration, intervention, quasi-reading

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.

LI Qing-an, XU Ying, ZHANG Meng, LIN Chong-de, YAO Feng, LIN Yi. Effects of Integration Training of Phonemic Transcription with Phonological Awareness on Quasi-reading in English[J]. Psychological Development and Education, 2006, 22(4): 68-76.

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