ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2007, Vol. 39 ›› Issue (01): 118-128.

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汉语儿童英语口语词汇与阅读学习的关系

刘霞;陶沙   

  1. 北京师范大学“认知神经科学与学习”国家重点实验室,心理学院  北京100875
  • 收稿日期:2006-03-15 修回日期:1900-01-01 出版日期:2007-01-30 发布日期:2007-01-30
  • 通讯作者: 陶沙

The Relation between Vocabulary and Reading in English Learner of Mandarin-Speaking Children

Liu-Xia-,Tao-Sha   

  1. State Key Laboratory of Cognitive Neuroscience and Learning, School of Psychology, Beijing Normal University, Beijing 100875, China
  • Received:2006-03-15 Revised:1900-01-01 Published:2007-01-30 Online:2007-01-30
  • Contact: Tao Sha

摘要: 以120名四、五年级小学儿童为被试,探讨汉语儿童英语口语词汇与阅读学习的关系,并检验了英语语音意识在其中的中介作用。结果表明:(1)汉语儿童的英语口语词汇与阅读学习之间存在密切关系。控制一般认知能力和母语口语词汇的影响后,英语口语词汇对阅读学习仍具有显著的预测作用。其中,英语口语词汇产生对于英语单词认读的预测作用更重要,英语口语词汇理解则对英语单词理解的预测作用更重要。(2)英语口语词汇产生既可以直接作用于英语单词认读、理解和假词拼读,也部分通过英语语音意识的中介间接作用于英语阅读;英语口语词汇理解对英语单词理解也具有直接作用,并部分地通过英语语音意识的中介发挥间接作用

关键词: 口语词汇, 阅读, 语音意识, 汉语儿童, 英语学习

Abstract: Although oral vocabulary has been revealed to play crucial roles in reading development, the nature of the relation between oral vocabulary and reading development need to be explored further. The phonological sensitivity approach (PSA) and the comprehensive language approach (CLA) are two major views in this area. PSA claims that oral vocabulary has only indirect effects on reading development via the phonological awareness. In contrast, CLA proposes that oral vocabulary plays important direct roles in reading development, and the role of phonological awareness may be overemphasized in previous research. The debates between the two views are focused on whether oral vocabulary has direct effects on reading development and whether phonological awareness has significant mediating effects. This study aimed to examine the relation between English oral vocabulary and reading development and the mediating effects of phonological awareness among Chinese primary school children in the context of ESL (English as the second language) learning.
Fifty seven children in Grade 4 and sixty three children in Grade 5 participated in this study. They had the same duration of English learning (three years and two months) at the time of assessment. All the children had normal IQ measured by the Chinese version of Raven Progressive Matrices. Tasks in four domains were administered. (1) English oral vocabulary. Expressive vocabulary was measured by a picture naming task and receptive vocabulary was measured by a sound-picture matching task. (2) Chinese oral vocabulary. Similarly, e expressive vocabulary was measured by a picture naming task and receptive vocabulary was measured by the Chinese version of Peabody Picture Vocabulary -Revised (PPVT-R of China; Sang, 1991). (3) Phonological Awareness. Deletion tasks were used to assess children’s awareness of English syllables, onset-rimes and phonemes. (4) English reading. English word naming task, English word comprehension task and English word attack task were used.
The results indicated that both expressive and receptive vocabulary were positively and significantly correlated with all English reading tasks, even controlling for the effects of nonverbal IQ and Chinese oral vocabulary. Hierarchical regression analysis confirmed the unique roles of English oral vocabulary in English reading. In particular, English expressive vocabulary contributed more to English word naming while English receptive vocabulary contributed more to English word comprehension. In addition to the direct effects, English expressive vocabulary also had significantly indirect effects on all reading measures via phonological awareness while English receptive vocabulary had significantly indirect effects on English word comprehension task. Furthermore, compared with the indirect effects via phonological awareness, English expressive vocabulary had stronger direct effects on all the three tasks of English reading, and English receptive vocabulary had stronger direct effects on English word comprehension task.
The results from this study suggests that oral vocabulary is critical for learning to read in a second language, especially for the beginning readers whose major challenge is to decode print into sound. Teachers and parents should pay enough attention to children’s speaking and listening expereince. Furthermore, the data also support the views of comprehensive language approach (CLA) that oral vocabulary plays important direct roles in reading development beyond the influence of phonological awareness.

Key words: Oral vocabulary, reading, phonological awareness, Chinese children, ESL learning

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