非英语专业大学生英语语音意识发展的实证研究  

An Empirical Study on English Phonological Awareness Development of Non-English Majors

作　　者：徐莹[1] 张忻波[1] 

机构地区：[1]浙江理工大学外国语学院,杭州310018

出　　处：《浙江理工大学学报（社会科学版）》2015年第3期212-216,共5页Journal of Zhejiang Sci-Tech University：Social Sciences

基　　金：杭州市哲学社会科学规划课题(B14JY09Q);浙江省语言文字"十二五"科研规划项目(ZY2011C61);浙江理工大学精品网络课程项目(jp1213);浙江理工大学"英语语音"精品课程建设项目(浙理工教[2011]55号)

摘　　要：语音意识是在心理学界普遍使用的元认知概念,对阅读能力存在一定的预测性,与单词认读、拼写以及短时记忆都有密切联系。使用听辨测试的方法,考察非英语专业大学生英语语音意识的发展现状。结果发现:大学生英语语音意识普遍不强,且发展不平衡。就语音单位而言,首音-韵脚意识最好,音位意识其次,音节意识最差;就操作任务而言,计数能力明显差于辨异能力。此外,性别和文理科对英语语音意识的发展没有显著影响。在大学英语教学中应加强语音意识训练,尤其要加强音节及其他超音段特征的学习,并开展计数等分析性、综合性较强的语音意识训练,提高学生对英语语音的心理认知和操控能力。Phonological awareness is a metacognitive concept generally used in psychological studies and has certain predictability for reading ability. It is closely related to word reading, spelling and short- term memory. Listening and discrimination test was adopted to investigate the development of English phonological awareness of non-English majors. The results show that their awareness of English phonological awareness is not as strong as expected, and the development is unbalanced. In terms of phonological units, onset-rime awareness is the best, followed by phoneme awareness, while syllable awareness is the worst. As for manipulation tasks, counting ability is significantly worse than discrimination ability. Besides, gender and discipline have no significant influence on phonological awareness. In college English teaching, more emphasis should be put on phonological awareness training, especially the learning of syllable and other suprasegmental features, and the practice of analytical and comprehensive training tasks such as counting, so that college students＇ phonological metacognitive and manipulation ability could be effectively enhanced.

关 键 词：非英语专业大学生 语音意识发展 语音单位 操作任务 显著性分析 

分 类 号：H311[语言文字—英语]