儿童语音经验对其语音意识发展的影响  

Children’s Phonological Experience and Their Phonological Awareness

作　　者：李荣宝[1] 陈素梅[1] 王幼琨[2] 李光泽[1] 

机构地区：[1]福建师范大学 [2]福建农林大学

出　　处：《中国外语》2011年第1期36-43,共8页Foreign Languages in China

基　　金：国家社会科学基金项目(项目编号:09BYY021);福建省社科规划项目(项目编号:08B2020)的共同资助

摘　　要：本研究通过方言-普通话双语者与普通话单语者的语音敏感性对比,探讨儿童语音经验对其语音意识发展的影响。448名小学二、四、六年级普通话单语儿童和福州话-普通话、闽南话-普通话和莆田话-普通话双语儿童参加了实验。实验用经典方法测量了这些儿童的声母和韵母意识,结果表明,方言经验对儿童声母意识和韵母意识的发展有显著的影响。但是,不同方言经验所产生的影响,其方式和强度有所不同。研究从语音同化和语音学习模型的理论角度,对研究结果进行了讨论。By comparing phonological sensitivity between dialect-Putonghua bilinguals and Putonghua monolinguals, the present study probes into the influence of phonological experience on the development of phonological awareness. 448 2nd, 4th, and 6th graders, who spoke putonghua （monolinguals） only or Putonghua and Fuzhou, Putian or Mirman dialect （bilinguals）, participated in the experiment. Their awareness of onset and rime were tested. The result indicated that the Putonghua monolinguals enjoyed a better development than the dialect-Putonghua bilinguals in their sensitivity to distinguish onset and rime of Chinese words. The result also suggested that children who spoke different dialects had different patterns of development in their phonological awareness. The study provides counter-evidence for the view that bilingual phonological experience facilitates the development of phonological awareness. The result is discussed in the views of the Perceptual Assimilation Model and the Speech Learning Model.

关 键 词：语音意识 双语 方言 

分 类 号：H311[语言文字—英语]