汉语儿童语素意识与词汇知识的双向关系：一项追踪研究  

The reciprocal relationship between morphological awareness and vocabulary knowledge among Chinese children: A longitudinal study

作　　者：赵英[1,2] 程亚华[3] 伍新春[1] 阮氏芳[1] ZHAO Ying CHENG Yahua WU Xinchun NGUYEN Thi Phuong(Research Center of Children＇s Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing 100875, China Institute of Education, Henan Normal University, Xinxiang 453007, China Department of Psychology, Ningbo University, Ningbo 315211, China)

机构地区：[1]北京师范大学心理学院,应用实验心理北京市重点实验室,儿童阅读与学习研究中心,北京100875 [2]河南师范大学教育学院,新乡453007 [3]宁波大学心理学系暨研究所,宁波315211

出　　处：《心理学报》2016年第11期1434-1444,共11页Acta Psychologica Sinica

基　　金：国家社会科学基金重大项目(13&ZD188);教育部哲学社会科学研究重大课题攻关项目(11JZD041)

摘　　要：以399名小学一、三、五年级学生为被试,进行为期一年的追踪研究,通过分层回归,系统考察了汉语儿童同音、同形和复合三类语素意识与词汇知识的双向关系。结果发现:(1)儿童语素意识和词汇知识随时间均有显著增长;(2)控制词汇知识的自回归效应后,一年级儿童的同音和复合语素意识对其二年级的词汇知识、三年级儿童的复合语素意识对其四年级的词汇知识、五年级儿童的同形和复合语素意识对其六年级的词汇知识有显著的预测作用;(3)分别控制三类语素意识的自回归效应后,一年级和五年级儿童的词汇知识可以显著预测其二年级和六年级的三类语素意识,三年级儿童的词汇知识对其四年级的同形和复合语素意识有显著预测作用。结果表明汉语儿童语素意识与词汇知识存在双向关系,且不同类型的语素意识与词汇知识的关系随年级的升高呈现规律性的变化。Vocabulary knowledge develops rapidly in elementary school years and plays an important role in children＇s reading comprehension and school achievement. Instruction alone is not sufficient to explain the variance in vocabulary acquisition. Cognitive and linguistic skills may make considerable contribution to the development of vocabulary knowledge. As a form of metalinguistic awareness, morphological awareness, defined as ＂children＇s conscious awareness of the morphemic structure of words and the ability to reflect on and manipulate that structure＂, is closely related to vocabulary knowledge. The structure system of morphological awareness varies in different language systems. Contrast with alphabetic languages, Chinese has its unique characteristics： most productive compounding structure and abundance of homophones. Homophone awareness, homograph awareness and compounding awareness are three important components of morphological awareness in Chinese. The relationships among various subtypes of morphological awareness and vocabulary knowledge may be different across grades and may be reciprocal. Besides, with the increasing grade, the nature of the reciprocal relationships among three subtypes of morphological awareness and vocabulary knowledge may follow a predictable pattern. This across-grade longitudinal study investigated the reciprocal relationship between morphological awareness and vocabulary knowledge among Chinese children. In total, 399 children（first, third and fifth graders） participated at two time points. The interval was one year. All participants were tested on morphological awareness（homophone awareness, homograph awareness and compounding awareness） and vocabulary knowledge in both times, along with phonological awareness, and nonverbal reasoning at Time 1 as control variables. Hierarchical regression analyses were conducted to investigate the relationship among children＇s three subtypes morphological awareness and vocabulary knowledge after controlling for intelligence, pho

关 键 词：语素意识 词汇知识 汉语儿童 追踪研究 

分 类 号：B844[哲学宗教—发展与教育心理学]