初一英语语音意识、句法意识、工作记忆与英语阅读的关系  

The Relationship between English Phonological and Syntactic Awareness, Working Memory and English Reading in Grade One of Junior Middle School

作　　者：龚少英[1,2] 徐先彩[1] 叶晶[1] 韩亚平[1] 

机构地区：[1]华中师范大学心理学院,湖北武汉430079 [2]湖北省人的发展与心理健康重点实验室,湖北武汉430079

出　　处：《湖南师范大学教育科学学报》2009年第1期91-95,共5页Journal of Educational Science of Hunan Normal University

基　　金：教育部人文社科项目[06JAXLX006];华中师范大学银桂计划项目[2006]

摘　　要：通过使用音素定位、句法更正、句子尾词记忆、单词阅读、句子理解和短文理解任务探查了初一学生英语语音意识、句法意识和工作记忆与单词阅读、句子阅读和短文阅读等不同层次阅读的关系,以及阅读水平高低不同学生在元语言意识的差异。结果发现,英语阅读水平高低两组学生在英语语音意识、句法意识和工作记忆方面有显著差异。回归分析发现,英语句法意识对不同层次阅读都具有最显著的预测作用,但英语语音意识只对短文阅读理解有显著预测作用,工作记忆对不同层次阅读的预测都不显著,表明英语句法意识是初一学生英语阅读的重要预测变量。This study explored the relationship between English phonological awareness, syntactic awareness, working memory and English reading, and the difference between good readers and poor readers in metalinguistic awareness, using phoneme location, syntactic correction, verbal working memory, word reading, sentence and phrase reading comprehension tasks. The result was that there were significant differences in phonological and syntactic awareness and working memory between higher readers and lower readers. The regression analysis indicated that syntactic awareness was the only predictor of word reading and sentence reading comprehension, the strong predictor of text comprehension. Phonological awareness was a significant predictor of text comprehension. Working memory was not a significant predieator for all reading tasks.

关 键 词：英语 语音意识 句法意识 阅读 

分 类 号：B842.7[哲学宗教—基础心理学]