幼儿期汉语语音意识和英语语音意识的发展  

The Development of Young Children's Chinese and English Phonological Awareness

作　　者：杨洁[1] 徐芬[1] 任萍[1] 张瑞平[1] 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《心理科学》2007年第6期1418-1421,1396,共5页Journal of Psychological Science

基　　金：国家自然科学基金(30470574);国家攀登计划项目(95-专-09)的资助

摘　　要：本研究选取3-5岁儿童为被试,从语音单位和操作水平两个维度研究幼儿期汉语语音意识和英语语音意识的发展。在汉语语音意识的发展上,音节意识先于押韵、首音和声调意识而发展起来,3岁儿童已经具备了一定的音节意识,并在3岁到4岁之间迅速发展。在英语语音意识的发展上,幼儿期的音节意识和末位音位意识先于押韵与首音意识而发展起来,从3到5岁表现出清晰的发展次序。首音意识在幼儿期没有发展。从任务的操作水平看,无论是汉语还是英语语音意识,幼儿在辨别任务上的成绩显著低于分析和综合任务。A sample of 3- 5-year-old children was included in the present study to examine the development of the Chinese and English phonological awareness of Chinese young children, with the dimension of phonological units and manipulation levels considered in the tasks. In terms of Chinese phonological awareness, prior to rhyme awareness, onset awareness, and tone awareness, syllable awareness emerged initially among 3-year-old children and developed rapidly from 3- to 4-year-olds. For English phonological awareness, both syllable awareness and end-phoneme awareness developed prior to rhyme awareness and indicated a clear developmental sequence across 3- to 5-year-old young children. On the dimension of manipulation level, young children＇s performance of identification tasks was significantly poorer than that of both analytical and synthetic tasks, regardless of Chinese or English phonological awareness.

关 键 词：幼儿期 汉语语音意识 英语语音意识 

分 类 号：B842.3[哲学宗教—基础心理学]