双语语音经验对语音意识的影响  

Influence of Bilingual Spoken Language Experience and Phonological Awareness

作　　者：陈素梅[1] 

机构地区：[1]福建师范大学外国语学院

出　　处：《北华大学学报（社会科学版）》2016年第2期18-22,共5页Journal of Beihua University(Social Sciences)

基　　金：福建省教育厅项目"方言与标准语语码转换机制研究"(JA11106S)的阶段性研究成果

摘　　要：既往研究通过比较双语者和单语者的语音意识来考察语音经验的双语效应,但这样的被试间比较对于单双语者在个体和社会层面的差异只能实现有限控制。本研究采用被试内设计,比较闽南语—普通话儿童在三种语音组合上的表现(方言和普通话共有、普通话特有和既非方言也非普通话),考察首音和韵脚意识。结果表明,两种语音系统经验能有效促进儿童语音意识发展,并且这种促进作用呈动态变化。Most studies so far compared bilinguals with monolinguals to examine bilingual effect on phonological awareness and found mixed results across subject samples and language pairs. Such between-subject comparison however may not be that reliable regarding the operationalization of variable control at the individual and societal levels of bilinguals and monolinguals. The present study adopted within-subject design and compared 2nd and 3rd grade children＇ s performances on onset and rime awareness which consisted of three types of phonological compo- nents：those shared by Putonghua and dialect, those unique to Putonghua, and those belong to neither language. The hierarchical pattern that children in both grades scored most in the shared type, followed by the Putonghua- only type, and least in the neither type suggested that the effect of spoken language experience is cumulative： when knowing one phonological system fosters phonological awareness, knowing two enhances. The result that the difference between shared type and Putonghua-only type was marginally significant in 2nd grade onset awareness and significant in 3rd grade rime awareness suggested an onset-rime development order of dialect children.

关 键 词：双语经验 语音意识 闽南语 普通话 

分 类 号：H193.1[语言文字—汉语]