小学中高年级儿童复合语素意识、词语结构意识与词汇知识的关系：交叉滞后研究

doi:10.3724/SP.J.1041.2024.01488

摘要/Abstract

摘要：

为考察复合语素意识、词语结构意识与词汇知识在发展中的关系, 对278名小学三年级儿童进行为期2年3次的追踪测试。在控制了年龄、一般认知能力、语音意识和自回归效应后, 交叉滞后分析结果显示：(1)在三到四年级阶段, 词汇知识显著预测复合语素意识与词语结构意识; 复合语素意识显著预测词语结构意识和词汇知识; (2)在四到五年级阶段, 复合语素意识显著预测词语结构意识与词汇知识; 词语结构意识显著预测复合语素意识和词汇知识。研究表明, 复合语素意识、词语结构意识和词汇知识在中高年级的发展关系是动态变化的, 具有阶段性特点。词汇知识在中年级阶段对两种语素意识具有预测作用, 词语结构意识在高年级阶段对词汇知识具有预测作用, 复合语素意识对词汇知识的预测作用在中高年级阶段一直存在。两种语素意识的关系在中年级阶段表现为复合语素意识单向预测词语结构意识, 在高年级阶段表现为双向关系, 二者能够相互预测。

关键词: 复合语素意识, 词语结构意识, 词汇知识, 汉语儿童, 交叉滞后模型

Abstract:

Morphological awareness stands as a pivotal facet of metalinguistic awareness, exerting a significant influence on children's linguistic progression. Morphological awareness in Chinese has three aspects: word level, character level and sub-lexical level. At the word level, morphological awareness encapsulates children's comprehension of morpheme meanings and structures, comprising compounding morphological awareness and word structure awareness. These components scrutinize Chinese vocabulary, elucidating morpheme semantics and grammatical structure, respectively. Through these facets of morphological awareness, children achieve a more nuanced and comprehensive understanding of vocabulary semantics and syntax, thereby enhancing the efficacy of vocabulary acquisition. Given the intricate interplay between compounding morphological awareness, word structure awareness, and vocabulary knowledge, it is imperative to explore their interconnectedness within the realm of children's language development.

The study investigated changes in the developmental interplay among compounding morphological awareness, word structure awareness, and vocabulary knowledge in elementary school children from third to fifth grade. A cohort of 278 third-graders underwent three follow-up tests over a span of two years. The assessments were conducted at Time 1 (fall semester of Grade 3), Time 2 (fall semester of Grade 4), and Time 3 (fall semester of Grade 5), each separated by a one-year interval. Age, IQ, and phonological awareness were treated as control variables and measured at Time 1. Utilizing a cross-lagged model, the study examined the dynamic relationships among compounding morphological awareness, word structure awareness, and vocabulary knowledge across different time points.

The results showed that after controlling for the above additional variables: (1) Vocabulary knowledge at Time 1 significantly predicted compounding morphological awareness and word structure awareness at Time 2. Similarly, compounding morphological awareness at Time 1 significantly predicted word structure awareness and vocabulary knowledge at Time 2. However, word structure awareness at Time 1 did not significantly predict compounding morphological awareness and vocabulary knowledge at Time 2. (2) Compounding morphological awareness at Time 2 significantly predicted word structure awareness and vocabulary knowledge at Time 3. Likewise, word structure awareness at Time 2 significantly predicted compounding morphological awareness and vocabulary knowledge at Time 3. However, vocabulary knowledge at Time 2 did not significantly predict compounding morphological awareness and word structure awareness at Time 3. Overall, the developmental interplay among compounding morphological awareness, word structure awareness, and vocabulary knowledge during grades 3 to 5 exhibited dynamic characteristics with distinct stages.

The study findings addressed a gap in prior research by incorporating the grammatical aspects of words into the exploration of Chinese morphological awareness. This investigation elucidated the developmental patterns of morphological awareness at the word level, offering a nuanced comprehension of its relationship with vocabulary knowledge. Moreover, the results hold implications for enhancing vocabulary instruction among elementary school students in the middle and upper grades, thus contributing to pedagogical practices in language education.

Key words: compounding morphological awareness, word structure awareness, vocabulary knowledge, Chinese children, cross-lagged study

中图分类号:

郭存, 谢瑞波, 喻艳玲, 夏月, 王振梁, 伍新春. (2024). 小学中高年级儿童复合语素意识、词语结构意识与词汇知识的关系：交叉滞后研究. 心理学报, 56(11), 1488-1498.

GUO Cun, XIE Ruibo, YU Yanling, XIA Yue, WANG Zhenliang, Wu Xinchun. (2024). The relationships among compounding morphological awareness, word structure awareness and vocabulary knowledge in Chinese primary school children in middle and upper grades: A cross-lagged model. Acta Psychologica Sinica, 56(11), 1488-1498.

图/表 4

参考文献 43

[1]	Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12(3), 169-190.
[2]	Chall, J. S. (1983). Stages of reading development. The Reading Teacher, 37(2), 197-199.
[3]	Chen, T. (2019). The role of morphological awareness in L2 Chinese lexical inference: From a perspective of word semantic transparency. Reading and Writing, 32(5), 1275-1293.
[4]	Cheng, Y., Li, L., & Wu, X. (2015). The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: A latent growth model study. Frontiers in Psychology, 6, 440. doi: 10.3389/fpsyg.2015.00440 pmid: 25926807
[5]	Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q.,... Sun, P. (2017). Growth of compounding awareness predicts reading comprehension in young Chinese students: A longitudinal study from grade 1 to grade 2. Reading Research Quarterly, 52(1), 91-104.
[6]	Cheng, Y. H., Feng, Y.,Li, Y. X., M, J. Q., Shen, L. L., Zhang, W. J., Wu, X. C., & Feng, Q. D. (2023). The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students: A latent growth model. Acta Psychologica Sinica, 55(7), 1074-1086. doi: 10.3724/SP.J.1041.2023.01074
	[程亚华, 冯瑶, 李宜逊, 马嘉琪, 沈岚岚, 张文建, 伍新春, 冯秋迪. (2023). 小学儿童口语词汇知识的发展轨迹及其对阅读能力的预测:一个潜变量增长模型. 心理学报, 55(7), 1074-1086.] doi: 10.3724/SP.J.1041.2023.01074
[7]	Cheng, Y. H., Wang, J., & Wu, X. C. (2018). The role of morphological awareness in Chinese children’s reading comprehension: The mediating effect of word reading fluency. Acta Psychologica Sinica, 50(4), 413-425.
	[程亚华, 王健, 伍新春. (2018). 小学低年级儿童汉语语素意识在阅读理解中的作用: 字词阅读流畅性的中介效应. 心理学报, 50(4), 413-425.]
[8]	Deacon, S. H., Tong, X., & Francis, K. (2017). The relationship of morphological analysis and morphological decoding to reading comprehension. Journal of Research in Reading, 40(1), 1-16.
[9]	Dong, Q. (2013). The structure, development of morphological awareness and its role in the reading development of Chinese children (Unpublished doctorial dissertation). Beijing Normal University.
	[董琼. (2013). 汉语语素意识的结构、发展及其在阅读发展中的作用 (博士学位论文). 北京师范大学.]
[10]	Fang, J. Y., Wen, Z. L., & Huang, G. M. (2023). Explore the longitudinal relation: Longitudinal models based on the cross-lagged structure. Journal of Psychological Science, 46(3), 734-741.
	[方俊燕, 温忠麟, 黄国敏. (2023). 纵向关系的探究:基于交叉滞后结构的追踪模型. 心理科学, 46(3), 734-741.]
[11]	Gagné, C. L. (2002). Lexical and relational influences on the processing of novel compounds. Brain and Language, 81(1-3), 723-735. pmid: 12081434
[12]	Gagné, C. L., & Shoben, E. J. (1997). Influence of thematic relations on the comprehension of modifier-noun combinations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(1), 71-87.
[13]	Gan, H. M. (2009). The Efforts of Word Formation and Its Recognition on Vocabulary Learning in Chinese Reading. Applied Linguistics, (3), 120-128.
	[干红梅. (2009). 词语结构及其识别对汉语阅读中词汇学习的影响. 语言文字应用, (3), 120-128.]
[14]	Gombert, J. E. (1992). Metalinguistic development. Chicago: University of Chicago Press.
[15]	Han, B., Koh, P. W., Zhang, S., Joshi, R. M., & Li, H. (2022). The relative contributions of facets of morphological awareness to vocabulary development in Chinese: A longitudinal study in grades one to three. Contemporary Educational Psychology, 69, 102063.
[16]	Hao, M., Chen, X., Dronjic, V., Shu, H., & Anderson, R. C. (2013). The development of young Chinese children's morphological awareness: The role of semantic relatedness and morpheme type. Applied Psycholinguistics, 34(1), 45-67.
[17]	Koh, P. W., Wagner, R. K., Quinn, J. M., Yi, H., Li, M., & Li, H. (2022). Developmental relations between facets of morphological awareness in Chinese: A latent change score modeling study. Applied Psycholinguistics, 43(2), 435-462.
[18]	Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational psychologist, 41(3), 161-180.
[19]	Li, H., Dong, Q., Zhu, J., Liu, J. P., & Wu, X. C. (2009). The role of morphological awareness in kindergarteners’ linguistic skill development. Journal of Psychological Science, 32(6), 1291-1294.
	[李虹, 董琼, 朱瑾, 刘俊娉, 伍新春. (2009). 语素意识在学前儿童言语技能发展中的作用. 心理科学, 32(6), 1291-1294.]
[20]	Liu, H. N. (2014). Structural Simplification and Lexicalization. Linguistic Sciences, 13(5), 497-511.
	[刘红妮. (2014). 结构简化与词汇化. 语言科学, 13(5), 497-511.] doi: 10.7509/j.linsci.201311.028551
[21]	Liu, P. D., & McBride-Chang, C. (2010). Morphological processing of Chinese compounds from a grammatical view. Applied Psycholinguistics, 31(4), 605-617.
[22]	McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95(4), 743-751.
[23]	McBride-Chang, C., Tardif, T., Cho, J., Shu, H., Fletcher, P., Stokes, S.,... Leung, K. (2008). What’s in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29(3), 437-462.
[24]	Meng, H. X., Bai, X. J., & Yan, G. L. (2015). The Structure of Compound Words on the Vocabulary Recognition Processing: Evidence from Eve Movement Data. Psychological Exploration, 35(2), 135-139.
	[孟红霞, 白学军, 闫国利. (2015). 合成词结构影响词汇识别过程的眼动研究. 心理学探新, 35(2), 135-139.]
[25]	Muthén, L. K., & Muthén, B. O. (2002). How to use a Monte Carlo study to decide on sample size and determine power. Structural Equation Modeling, 9(4), 599-620.
[26]	Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge University Press.
[27]	Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y.,... Shu, H. (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year longitudinal study. Developmental Science, 19(6), 982-991. doi: 10.1111/desc.12356 pmid: 26537834
[28]	Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122-133.
[29]	Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11(1), 171-181. doi: 10.1111/j.1467-7687.2007.00654.x pmid: 18171377
[30]	Verhoeven, L., & Perfetti, C. (2003). Introduction to this special issue: The role of morphology in learning to read. Scientific Studies of Reading, 7(3), 209-217.
[31]	Wang, Z., Xie, R., Wu, X., Xia, Y., Yu, Y., Nguyen, T. P., & Cheng, Z. (2023). Unpacking the relation between morphological awareness and reading comprehension in Chinese children. British Journal of Educational Psychology, 93(3), 773-789.
[32]	Wang, Z. L., Xie, R., Xia, Y., Nguyen, T. P., & Wu, X. (2022). A golden triangle? Reciprocal effects among morphological awareness, vocabulary knowledge, and reading comprehension in Chinese children. Contemporary Educational Psychology, 70, 102089.
[33]	Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226.
[34]	Xia, Y., Xie, R. B., Wang, Z. L., Nguyen, T. P., & Wu, X. C. (2022). The relationship among morphological awareness, character recognition and vocabulary knowledge in elementary school children: A cross-lagged model. Acta Psychologica Sinica, 54(8), 905-916. doi: 10.3724/SP.J.1041.2022.00905
	[夏月, 谢瑞波, 王振梁, 阮世芳, 伍新春. (2022). 小学低年级汉语儿童语素意识、汉字识别和词汇知识的发展关系——交叉滞后研究. 心理学报, 54(8), 905-916.] doi: 10.3724/SP.J.1041.2022.00905
[35]	Xiao, R., & Liang, D. D. (2017). The development of compounding morphological structural awareness in Chinese children. Journal of Psychological Science, 40(2), 395-400.
	[肖容, 梁丹丹. (2017). 汉语普通话儿童复合词法意识的发展研究. 心理科学, 40(2), 395-400.]
[36]	Xie, R., Wu, X., Nguyen, T. P., Zhao, Y., & Feng, J. (2020). Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6. Journal of Research in Reading, 43(4), 482-495.
[37]	Yang, Y. H. (2021). How syntax works in word formation. Contemporary Linguistics, 23(2), 159-180.
	[杨炎华. (2021). 句法何以构词. 当代语言学, 23(2), 159-180.]
[38]	Zhang, C., Cheng, Y. H., Li, L. P., Fan, Y. T., & Wu, X. C. (2022). The role of awareness of compound word structures in Chinese children’s reading comprehension. Psychological Development and Education, 38(2), 236-243.
	[张潮, 程亚华, 李利平, 范雨婷, 伍新春. (2022). 汉语儿童词语结构意识在阅读理解中的预测作用. 心理发展与教育, 38(2), 236-243.]
[39]	Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability. Reading and Writing, 31(1), 53-74.
[40]	Zhang, H. C., & Wang, X. P. (1989). Standardization research on Raven’s standard progressive matrices in China. Acta Psychologica Sinica, 21(2), 113-121.
	[张厚粲, 王晓平. (1989). 瑞文标准推理测验在我国的修订. 心理学报, 21(2), 113-121.]
[41]	Zhang, J., Anderson, R. C., Wang, Q., Packard, J., Wu, X., Tang, S., & Ke, X. (2012). Insight into the structure of compound words among speakers of Chinese and English. Applied Psycholinguistics, 33(4), 753-779.
[42]	Zhang, J. Q. (2011). The activation of semantics, word class and word formation in the recognition of two-Chinese- characters compound word. Journal of Psychological Science, 34(1), 63-66.
	[张金桥. (2011). 汉语双字复合词识别中语义、词类和构词法信息的激活. 心理科学, 34(1), 63-66.]
[43]	Zhao, Y., Cheng, Y. H., Wu, X. C., & Nguyen, T. P. (2016). The reciprocal relationship between morphological awareness and vocabulary knowledge among Chinese children: A longitudinal study. Acta Psychologica Sinica, 48(11), 1434-1444. doi: 10.3724/SP.J.1041.2016.01434
	[赵英, 程亚华, 伍新春, 阮氏芳. (2016). 汉语儿童语素意识与词汇知识的双向关系: 一项追踪研究. 心理学报, 48(11), 1434-1444.]

变量	T1 (M ± SD)	T2 (M ± SD)	T3 (M ± SD)	F	η²
复合语素意识	25.01 ± 11.90	30.08 ± 9.20	35.73 ± 9.51	161.20^***	0.37
词语结构意识	13.61 ± 3.70	14.72 ± 4.06	17.01 ± 5.04	90.40^***	0.25
词汇知识	18.36 ± 7.01	23.31 ± 7.22	29.21 ± 7.22	453.78^***	0.62
一般认知能力	34.37 ± 10.33
语音意识	9.23 ± 2.41

变量	T1 (M ± SD)	T2 (M ± SD)	T3 (M ± SD)	F	η²
复合语素意识	25.01 ± 11.90	30.08 ± 9.20	35.73 ± 9.51	161.20^***	0.37
词语结构意识	13.61 ± 3.70	14.72 ± 4.06	17.01 ± 5.04	90.40^***	0.25
词汇知识	18.36 ± 7.01	23.31 ± 7.22	29.21 ± 7.22	453.78^***	0.62
一般认知能力	34.37 ± 10.33
语音意识	9.23 ± 2.41

变量	1	2	3	4	5	6	7	8	9	10	11	12
1.复合语素意识T1	1
2.复合语素意识T2	0.58^***	1
3.复合语素意识T3	0.47^***	0.59^***	1
4.词语结构意识T1	0.24^***	0.20^***	0.32^***	1
5.词语结构意识T2	0.32^***	0.35^***	0.45^***	0.49^***	1
6.词语结构意识T3	0.38^***	0.41^***	0.50^***	0.40^***	0.62^***	1
7.词汇知识T1	0.54^***	0.49^***	0.53^***	0.26^***	0.38^***	0.35^***	1
8.词汇知识T2	0.48^***	0.59^***	0.53^***	0.30^***	0.43^***	0.42^***	0.62^***	1
9.词汇知识T3	0.47^***	0.54^***	0.55^***	0.29^***	0.41^***	0.40^***	0.63^***	0.71^***	1
10.一般认知能力T1	0.06	0.19^***	0.25^***	0.24^***	0.33^***	0.23^***	0.14^*	0.24^***	0.21^**	1
11.语音意识T1	0.15^**	0.21^***	0.32^***	0.11	0.15^*	0.17^***	0.28^***	0.28^***	0.26^***	0.11	1
12.年龄T1	0.07	0.13^*	0.05	0.01	0.01	0.02	0.08	0.07	0.04	0.07	0.05	1

变量	1	2	3	4	5	6	7	8	9	10	11	12
1.复合语素意识T1	1
2.复合语素意识T2	0.58^***	1
3.复合语素意识T3	0.47^***	0.59^***	1
4.词语结构意识T1	0.24^***	0.20^***	0.32^***	1
5.词语结构意识T2	0.32^***	0.35^***	0.45^***	0.49^***	1
6.词语结构意识T3	0.38^***	0.41^***	0.50^***	0.40^***	0.62^***	1
7.词汇知识T1	0.54^***	0.49^***	0.53^***	0.26^***	0.38^***	0.35^***	1
8.词汇知识T2	0.48^***	0.59^***	0.53^***	0.30^***	0.43^***	0.42^***	0.62^***	1
9.词汇知识T3	0.47^***	0.54^***	0.55^***	0.29^***	0.41^***	0.40^***	0.63^***	0.71^***	1
10.一般认知能力T1	0.06	0.19^***	0.25^***	0.24^***	0.33^***	0.23^***	0.14^*	0.24^***	0.21^**	1
11.语音意识T1	0.15^**	0.21^***	0.32^***	0.11	0.15^*	0.17^***	0.28^***	0.28^***	0.26^***	0.11	1
12.年龄T1	0.07	0.13^*	0.05	0.01	0.01	0.02	0.08	0.07	0.04	0.07	0.05	1