中国学生在学习英语中语音加工策略的使用  

The Adoption of Phonological Processing Strategy When Native Chinese Speakers Learn English

作　　者：高定国[1] 章睿健[1] 

机构地区：[1]中山大学心理学系,广州510275

出　　处：《心理发展与教育》2005年第3期66-73,共8页Psychological Development and Education

基　　金：国家社会科学基金资助项目(01BYY003).

摘　　要：基于国内外有关语言习得的研究,使用自编的语音加工策略调查问卷,调查和分析了我国学生学习英语时语音加工策略的使用情况,探讨了性别、开始学习英语年龄、系别专业以及英语学习听说读写四个不同过程对于语音加工策略使用的影响。结果表明,在听、说、读、写这四个不同的过程中,语音加工策略的使用情况有显著的不同;在语音加工策略的使用上没有表现出性别以及年龄上的差异,但是在起始年龄阶段上以及院系之间存在差异。总的来说,中国学生学习英语对于语音的依赖程度并不高。On the basis of literature review, the authors designed a questionnaire to examine the phonological processing strategy used by native Chinese college and middle school students who learning English, to investigate the effects of phonological processing strategy on learning with reference to sex, age of acquisition and major in college, and to distinguish the effects of phonological processing when listening, speaking, reading and writing English. The results showed that the adoption of phonological processing strategy varied significantly among listening, speaking, reading and writing. There was no difference in sex and age but difference in age of acquisition and major in college as Chinese learners using phonology strategy to learn English. In general, Chinese learners did not strongly depend on a phonological processing strategy when they are learning English.

关 键 词：语音加工策略 英语学习 中国学生 

分 类 号：G442[哲学宗教—心理学]