语音意识与儿童读写能力发展的关系研究:争议与展望  

An Overview of the Studies on the Relationship between Phonological Awareness and Children’s Literacy Development

作　　者：韦晓保[1] 陈中毅 王文斌 林洁心 WEI Xiao-bao;CHEN Zhong-yi;WANG Wen-bin;LIN Jie-xin

机构地区：[1]华东理工大学外国语学院,上海200237 [2]南京信息工程大学文学院,江苏南京210044 [3]北京外国语大学中国外语与教育研究中心,北京100089 [4]华东师范大学外语学院,上海200241

出　　处：《解放军外国语学院学报》2021年第2期109-117,160,共10页Journal of PLA University of Foreign Languages

基　　金：国家社会科学基金青年项目“维吾尔族双语儿童英语学习者语音意识及其读写能力获得和发展研究”(15CYY019);南京信息工程大学人才启动经费“英汉疑问句习得与加工双向研究”(2018r087)。

摘　　要：文章从语音意识成分的精细化程度、正字法深度的跨语言差异、读写技能对语音意识的不同依赖程度和语音意识的不同训练方法4个方面深入揭示了语音意识与儿童读写能力之间的发展规律和交互关系,提出后续的研究方向:1)将口语词汇量和正字法意识纳入语音意识与儿童读写能力发展关系的研究框架中;2)重视考察儿童读写能力发展对语音意识提升的反哺效应;3)采用纵向跟踪的方法探明二者的相互关系。This paper attempts to point out a series of controversial issues concerning the relationship between phonological awareness and literacy development of children in terms of the granularity level of phonological awareness,the crosslanguage differences in orthography,the different roles of phonological awareness in reading and spelling and the different methods of phonological awareness training.It is argued,therefore,that an accurate grasp of the relationship between phonological awareness and literacy development of children requires further studies by incorporating oral vocabulary and orthographical awareness into the studies of how phonological awareness interacts with literacy development of children,by attaching importance to exploring the feedback effect of literacy development upon phonological awareness,by adopting the longitudinal tracking method to investigate the interplay between phonological awareness and literacy development of children.

关 键 词：语音意识 读写能力 儿童 词汇量 正字法 

分 类 号：H09[语言文字—语言学]