中国学生英语正字法意识发展对英语学习影响的实验性研究

An Experimental Study on the English Orthographic Awareness in EFL Learning for Chinese Students

【作者】 李华；

【导师】 张延君；

【作者基本信息】 山东师范大学， 英语语言文学， 2005， 硕士

【摘要】 单词识别在英语词汇学习中起着举足轻重的作用。就书写体系而言,英语单词属于字母文字,汉语单字属于语标文字。本文旨在从心理语言学的角度剖析以汉语为母语的中国学生英语的正字法意识是怎样影响他们的英语学习的。论文首先介绍了正字法的含义以及英语单词和汉语单字的显著差别,目的在于为教师、学生以及相关研究者提供系统的正字法知识,然后总结概括了前人在这方面的研究成果,同时提出了本研究的目的,为第三章的实验指明了方向。第二章回顾了词汇通达的理论模型,其中以Forster 的搜索模型和Morton 的单词产生器模型为代表。Forster 的搜索模型是一个两阶段加工模型,第一阶段完成后第二阶段才开始,也就是说是一种系列加工方式。第一阶段是搜索阶段,搜索先后次序是按照该词项在语言中的词频高低进行的,首先搜索词频最高的词项,然后依次类推至词频最低的。Forster 将这一阶段比作翻开字典的一页,但是要按照该页词频的顺序寻找词项,高频词在最上端,从上向下进行搜索。相比之下,Morton 的单词产生器模型是直接搜索模型,输入信号的所有元素都会促进通达过程,该过程是不断积累的过程,输入信号的每一音素都会影响整个过程中的下一步,直到输入完毕,或者不需要进一步的输入来识别存储的形式。从某种意义上说,该模型可被看作是词汇检测模型,因为输入的每一元素都进一步表征了某一特定单词的存在证据,一旦证据积累足够充分,该单词就被识别了。但是该操作实际是在两个层面上进行的,它首先是一个音素检测器,然后再建构或追踪音素的顺序,直到找到一个音素顺序与之匹配的单词。该理论的实质是每一单词都有一个独立的检测器,它选择的是与该单词的知觉特征相一致的单词。基于这些模型,在第三章进行了三个实验。实验一中,共设计了150 个词项,其中25 个真词,50 个假词,75 个非词。共75 对分为三组,每一对单词长度相当。要求被试从每一对中选出真词或非词。实验二中,收集被试的词汇判断任务成绩和具有代表性的英语测试成绩。对每一个体来说,单纯偏离程度大的非词或者偏离程度小的非词不能够说明非词的总体识别,所以,求两者的平均数与英语测试成绩的相关。实验三中,运用了12 组单词,每组由6 个辅音-元音-辅音单 更多还原

【Abstract】 Word recognition plays an important role in English lexical learning. As far as the writing systems are concerned, English words are alphabetic, and Chinese characters are logographic. This thesis aims at exploring how the orthographic awareness influences the English learning for the Chinese students from the viewpoint of psychology. The notion of orthography and the salient features of English words and Chinese characters are first introduced to provide teachers, learners and researchers alike with a general idea about these two writing systems. The previous researches are also reviewed. At the same time the significance of the present study is put forward, paving a path for the experiments in Chapter Three. Some representative models of lexical access are reviewed in this thesis, among which Forster’s search model and Morton’s logogen model are highlighted. Forster’s search model is a type of two-stage processing model, where the first stage is completed before the second stage begins: as such, it is serial in its mode of operation. The first stage is the one in which the search is carried on: this search is ordered by frequency of the lexical items in the language, beginning with the most frequent items, then successively down through the listing until the lowest-frequency items are reached. Forster likens this stage to opening the right page of a dictionary, but finding the items on that page listed in order of frequency, with high-frequency items at the top, and starting the search from the top of the page down. By contrast, the logogen model is a direct one, in the sense that each element in the input signal contributed to part of the access process itself: this process is seen as cumulative, each phoneme in the input effecting one further step in the overall process, up to the point at which no further input is available, or is needed to identify the stored form. In a sense, this can be regarded as a type of word-detector model, since each phoneme in the input represents further evidence of the presence of a particular word, which, once the evidence has accumulated sufficiently, can be detected. But its operation is really on two levels: initially, it acts as a phoneme detector, and builds, or traces, a phoneme sequence, until the point at which a word matching that sequence is encountered. The essence of such a theory is that for each word there is a separate detector which is selectively tuned to the perceptual features characteristic of that word. Based on these models, three experiments are conducted in Chapter Three. In Experiment 1, a total of 150 items were devised, among which 25 items were words, 50 items were pseudowords and 75 items were nonwords. 75 pairs of three groups were constructed, the members of each pair were as similar as possible in length. Subjects are asked to choose the words or the pseudowords in each pair. In Experiment 2, the original lexical decision task papers and their representative English test papers were collected. For an individual, only the performance of lexical decision task in the nonwords with greater degree of deviation or that in the nonwords with less degree of deviation cannot interpret the overall recognition of the nonwords. Therefore, the mean score of the two parts was computed. Then the correlation between the mean score of the nonwords under different conditions and the mid-term English performance was computed. In Experiment 3, twelve sets of six CVC words, each four letters long, were prepared. Each set contained a clue word, a beginning-same target word, a vowel-same target word, an end-same target word, a phonologically primed word (rhyming with the clue word but with a different rime spelling), and a control word with no letters in common with the clue word. This research investigates whether the beginning Chinese readers can exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. The experimental results show: a) in Experiment 1, the English orthographic awareness for the native Chinese develops gradually with grade; b) in Experiment 2, the correlation between the English performance and the lexical decision task performance is significant; and c) in Experiment 3, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end-(or orthographic rime-) same target words following clue word presentation reflected phonological priming. In second-grade children, with correction for retesting effects, 更多还原

【关键词】 正字法意识； 单词识别； 英语学习；
【Key words】 orthographic awareness； word recognition； English learning；

参考文献：

 浅谈中国学生英语写作中存在的错误及其教学启示
长期以来，英语写作一直被广大的英语教师和学生视为英语教学与学习中的难点，同时也是衡量英语学习者水平的重要手段。近年来在全国大学英语等级考试中，尽管相当多的考生在听力理解、阅读理解等题...
收录数据库：《中文科技期刊数据库》 来源：《都市家教：上半月》 2011年 第12期 作者：张含 机构：辽宁对外经贸学院 辽宁大连116052 

 基于中国学生英语口笔语语料库的英语口语短语动词使用研究
本研究基于中国学生英语口笔语语料库，通过定量研究和微观分析，调查了中国英语专业学生在英语口语中使用短语动词的情况。研究发现，学生使用短语动词的能力随着英语水平的提高而增长，但在英语水...
收录数据库：《中文科技期刊数据库》 来源：《外语界》 2011年 第5期 作者：俞珏 机构：安徽师范大学外国语学院 安徽芜湖241003 

 词汇衔接在中国学生英语写作中的使用研究
衔接是语篇的显著特征之一,也是实现语篇连贯性的重要手段,其中词汇衔接对构成语篇的文本性有决定性作用。本文在韩礼德和哈桑语篇连贯和衔接理论的指导下,主要分析了词汇复现衔接手段在中国学生英...
收录数据库：《中文科技期刊数据库》 来源：《出国与就业：就业教育》 2011年 第20期 作者：张家园 机构：安徽师范大学 

 母语迁移对中国学生英语写作的影响
本文分析了中国学生英文写作中的语言迁移现象,并着重强调了如何强化母语正迁移,弱化母语负迁移,旨在提高中国学生英语写作水平和语用能力,并就促进中国学生的英语写作教与学提出了几点建议。
收录数据库：《中文科技期刊数据库》 来源：《文学界：理论版》 2011年 第4期 作者：陈安琪 机构：长沙环境保护职业技术学院 湖南长沙410004 
 

中国学生英语正字法意识发展对英语学习影响的实验性研究

An Experimental Study on the English Orthographic Awareness in EFL Learning for Chinese Students

【作者】 李华；

【导师】 张延君；

【作者基本信息】 山东师范大学， 英语语言文学， 2005， 硕士

【摘要】 单词识别在英语词汇学习中起着举足轻重的作用。就书写体系而言,英语单词属于字母文字,汉语单字属于语标文字。本文旨在从心理语言学的角度剖析以汉语为母语的中国学生英语的正字法意识是怎样影响他们的英语学习的。论文首先介绍了正字法的含义以及英语单词和汉语单字的显著差别,目的在于为教师、学生以及相关研究者提供系统的正字法知识,然后总结概括了前人在这方面的研究成果,同时提出了本研究的目的,为第三章的实验指明了方向。第二章回顾了词汇通达的理论模型,其中以Forster 的搜索模型和Morton 的单词产生器模型为代表。Forster 的搜索模型是一个两阶段加工模型,第一阶段完成后第二阶段才开始,也就是说是一种系列加工方式。第一阶段是搜索阶段,搜索先后次序是按照该词项在语言中的词频高低进行的,首先搜索词频最高的词项,然后依次类推至词频最低的。Forster 将这一阶段比作翻开字典的一页,但是要按照该页词频的顺序寻找词项,高频词在最上端,从上向下进行搜索。相比之下,Morton 的单词产生器模型是直接搜索模型,输入信号的所有元素都会促进通达过程,该过程是不断积累的过程,输入信号的每一音素都会影响整个过程中的下一步,直到输入完毕,或者不需要进一步的输入来识别存储的形式。从某种意义上说,该模型可被看作是词汇检测模型,因为输入的每一元素都进一步表征了某一特定单词的存在证据,一旦证据积累足够充分,该单词就被识别了。但是该操作实际是在两个层面上进行的,它首先是一个音素检测器,然后再建构或追踪音素的顺序,直到找到一个音素顺序与之匹配的单词。该理论的实质是每一单词都有一个独立的检测器,它选择的是与该单词的知觉特征相一致的单词。基于这些模型,在第三章进行了三个实验。实验一中,共设计了150 个词项,其中25 个真词,50 个假词,75 个非词。共75 对分为三组,每一对单词长度相当。要求被试从每一对中选出真词或非词。实验二中,收集被试的词汇判断任务成绩和具有代表性的英语测试成绩。对每一个体来说,单纯偏离程度大的非词或者偏离程度小的非词不能够说明非词的总体识别,所以,求两者的平均数与英语测试成绩的相关。实验三中,运用了12 组单词,每组由6 个辅音-元音-辅音单 更多还原

【Abstract】 Word recognition plays an important role in English lexical learning. As far as the writing systems are concerned, English words are alphabetic, and Chinese characters are logographic. This thesis aims at exploring how the orthographic awareness influences the English learning for the Chinese students from the viewpoint of psychology. The notion of orthography and the salient features of English words and Chinese characters are first introduced to provide teachers, learners and researchers alike with a general idea about these two writing systems. The previous researches are also reviewed. At the same time the significance of the present study is put forward, paving a path for the experiments in Chapter Three. Some representative models of lexical access are reviewed in this thesis, among which Forster’s search model and Morton’s logogen model are highlighted. Forster’s search model is a type of two-stage processing model, where the first stage is completed before the second stage begins: as such, it is serial in its mode of operation. The first stage is the one in which the search is carried on: this search is ordered by frequency of the lexical items in the language, beginning with the most frequent items, then successively down through the listing until the lowest-frequency items are reached. Forster likens this stage to opening the right page of a dictionary, but finding the items on that page listed in order of frequency, with high-frequency items at the top, and starting the search from the top of the page down. By contrast, the logogen model is a direct one, in the sense that each element in the input signal contributed to part of the access process itself: this process is seen as cumulative, each phoneme in the input effecting one further step in the overall process, up to the point at which no further input is available, or is needed to identify the stored form. In a sense, this can be regarded as a type of word-detector model, since each phoneme in the input represents further evidence of the presence of a particular word, which, once the evidence has accumulated sufficiently, can be detected. But its operation is really on two levels: initially, it acts as a phoneme detector, and builds, or traces, a phoneme sequence, until the point at which a word matching that sequence is encountered. The essence of such a theory is that for each word there is a separate detector which is selectively tuned to the perceptual features characteristic of that word. Based on these models, three experiments are conducted in Chapter Three. In Experiment 1, a total of 150 items were devised, among which 25 items were words, 50 items were pseudowords and 75 items were nonwords. 75 pairs of three groups were constructed, the members of each pair were as similar as possible in length. Subjects are asked to choose the words or the pseudowords in each pair. In Experiment 2, the original lexical decision task papers and their representative English test papers were collected. For an individual, only the performance of lexical decision task in the nonwords with greater degree of deviation or that in the nonwords with less degree of deviation cannot interpret the overall recognition of the nonwords. Therefore, the mean score of the two parts was computed. Then the correlation between the mean score of the nonwords under different conditions and the mid-term English performance was computed. In Experiment 3, twelve sets of six CVC words, each four letters long, were prepared. Each set contained a clue word, a beginning-same target word, a vowel-same target word, an end-same target word, a phonologically primed word (rhyming with the clue word but with a different rime spelling), and a control word with no letters in common with the clue word. This research investigates whether the beginning Chinese readers can exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. The experimental results show: a) in Experiment 1, the English orthographic awareness for the native Chinese develops gradually with grade; b) in Experiment 2, the correlation between the English performance and the lexical decision task performance is significant; and c) in Experiment 3, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end-(or orthographic rime-) same target words following clue word presentation reflected phonological priming. In second-grade children, with correction for retesting effects, 更多还原

【关键词】 正字法意识； 单词识别； 英语学习；
【Key words】 orthographic awareness； word recognition； English learning；

参考文献：

 浅谈中国学生英语写作中存在的错误及其教学启示
长期以来，英语写作一直被广大的英语教师和学生视为英语教学与学习中的难点，同时也是衡量英语学习者水平的重要手段。近年来在全国大学英语等级考试中，尽管相当多的考生在听力理解、阅读理解等题...
收录数据库：《中文科技期刊数据库》 来源：《都市家教：上半月》 2011年 第12期 作者：张含 机构：辽宁对外经贸学院 辽宁大连116052 

 基于中国学生英语口笔语语料库的英语口语短语动词使用研究
本研究基于中国学生英语口笔语语料库，通过定量研究和微观分析，调查了中国英语专业学生在英语口语中使用短语动词的情况。研究发现，学生使用短语动词的能力随着英语水平的提高而增长，但在英语水...
收录数据库：《中文科技期刊数据库》 来源：《外语界》 2011年 第5期 作者：俞珏 机构：安徽师范大学外国语学院 安徽芜湖241003 

 词汇衔接在中国学生英语写作中的使用研究
衔接是语篇的显著特征之一,也是实现语篇连贯性的重要手段,其中词汇衔接对构成语篇的文本性有决定性作用。本文在韩礼德和哈桑语篇连贯和衔接理论的指导下,主要分析了词汇复现衔接手段在中国学生英...
收录数据库：《中文科技期刊数据库》 来源：《出国与就业：就业教育》 2011年 第20期 作者：张家园 机构：安徽师范大学 

 母语迁移对中国学生英语写作的影响
本文分析了中国学生英文写作中的语言迁移现象,并着重强调了如何强化母语正迁移,弱化母语负迁移,旨在提高中国学生英语写作水平和语用能力,并就促进中国学生的英语写作教与学提出了几点建议。
收录数据库：《中文科技期刊数据库》 来源：《文学界：理论版》 2011年 第4期 作者：陈安琪 机构：长沙环境保护职业技术学院 湖南长沙410004