The Effects of Phonological Awareness Training on the Reading Performance by Child EFL Learners in China  

语音意识训练对中国儿童英语阅读的影响研究（英文）

作　　者：孙兵[1] 朱冰霞[2] 陈锦芬[3] 周慧 

机构地区：[1]华南师范大学外国语言文化学院 [2]广东金融学院英语系 [3]华南师范大学附属小学 [4]中山市龙山中学

出　　处：《Chinese Journal of Applied Linguistics》2015年第3期339-354,369,共17页中国应用语言学（英文）

基　　金：supported by grant from Guangdong Provincial Government;2012年广东省社科立项项目"语音意识训练对小学生英语读写能力的影响研究"的部分成果

摘　　要：The present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes participated in the study. The treatment class received a 10-week English phonological awareness training, while the contrast class did not receive any training. Both pre-test and post-test were administered to all participants, including English assessment, phonological awareness measures and English reading measures. The results show that the treatment class outperformed the contrast class in the post-test in reading measures and phonological awareness measures; phonological awareness positively correlated with children＇s early reading performance; phoneme tasks were strong predictors of Child EFL learners＇ early reading performance.本研究探讨了语音意识训练对中国儿童的英语阅读成绩的影响。共计80名小学一年级儿童参与了实验研究。实验班接受了10周的英语语音意识训练,对照班未接受训练。对所有被试实施了前测和后测,测试内容包括英语知识、语音意识和英语阅读。研究发现:实验班在后测中的阅读成绩和语音意识成绩均优于对照班;语音意识与阅读成绩显著正相关;音素意识是汉语儿童之英语阅读水平的最好预测因素。

关 键 词：child EFL learners phonological awareness reading performance 

分 类 号：G623.31[文化科学—教育学]