汉语小学生英语语音意识的发展

doi:10.12139/j.1672-0628.2025.01.004

摘要/Abstract

摘要：

语音意识对儿童阅读发展起着重要的作用，本研究探讨了汉语小学生英语语音意识的发展，结果发现：(1)在音节感知/操作和记忆任务上的作业成绩要明显优于音素等其它语音单元；(2)在首/尾音的部分任务和三个单元以内的任务上都处于明显的发展中；(3)在辅音丛的省音任务和三个单元以上的操作和记忆任务上都表现出困难，发展缓慢。结果表明小学生的英语语音意识在不同语音单元、不同单元数量、以及不同语音加工能力上都表现出发展不均衡。

关键词: 英语学习, 汉语儿童, 语音意识

Abstract:

Phonological awareness plays an important role in children’s reading development. This study explored the development of English phonological awareness in Chinese elementary school students. We found that: 1) children performed significantly better in phonological perception, manipulation, and memory tasks on syllable units than on other phonological units such as phonemes; 2) they were in the midst of noticeable development in the partial tasks for initial/final sound and in tasks for up to three phonological units; 3) they showed difficulty and delayed development in elision task on consonant clusters and in manipulation and memory tasks for more than three phonological units. The results reveal the characteristics of asymmetrical development of English phonological awareness among elementary school students across phonological units, unit quantity, and phonological processing abilities.

Key words: English learning, Chinese children, phonological awareness

马丽, 陈发坤, 罗喆, 赵晶婕, 王小娟, 杨剑峰. 汉语小学生英语语音意识的发展[J]. 心理与行为研究, 2025, 23(1): 25-33.

Li MA, Fakun CHEN, Zhe LUO, Jingjie ZHAO, Xiaojuan WANG, Jianfeng YANG. The Development of English Phonological Awareness in Chinese-Speaking Elementary School Students[J]. Studies of Psychology and Behavior, 2025, 23(1): 25-33.

图/表 9

参考文献 0

	丁朝蓬, 彭聃龄. 汉语儿童英语语音意识与拼写. 心理学报, 1998, 30 (3): 248- 253.
	潘颖, 邓小平, 林正军, 刘岩. 中国学生英语语音意识与英语阅读成绩关系的元分析. 心理与行为研究, 2019, 17 (2): 229- 239.
	陶沙, 冯艳皎, 李伟. 语音意识的不同成分在汉语儿童英语阅读学习中的作用. 心理发展与教育, 2007, 23 (2): 82- 92. DOI
	闻莉. 汉语儿童英语和汉语语音意识对英语单词认读的作用. 心理与行为研究, 2014, 12 (2): 193- 198. DOI
	徐芬, 董奇, 杨洁, 王卫星. 小学儿童英语语音意识的发展. 心理学报, 2005, 37 (2): 218- 223.
	闫嵘, 俞国良, 张磊. 双语儿童语音意识与词汇认读关系的研究. 心理科学, 2005, 28 (2): 304- 307. DOI
	Adam, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
	Anthony, J. L., & Francis, D. J. Development of phonological awareness. Current Directions in Psychological Science, 2005, 14 (5): 255- 259. DOI
	Bialystok, E., McBride-Chang, C., & Luk, G. Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 2005, 97 (4): 580- 590. DOI
	Castles, A., Rastle, K., & Nation, K. Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 2018, 19 (1): 5- 51. DOI
	Chung, K. K. H., & Lam, C. B. Cognitive-linguistic skills underlying word reading and spelling difficulties in Chinese adolescents with dyslexia. Journal of Learning Disabilities, 2020, 53 (1): 48- 59. DOI
	Chung, K. K. H., Li, X. M., Lam, C. B., Fung, W. K., & Liu, C. What predicts first- and second-language difficulties? Testing language and executive functioning skills as correlates. Learning Disabilities Research & Practice, 2022, 37 (2): 85- 99.
	Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 2020, 24 (2): 91- 107. DOI
	Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 2001, 36 (3): 250- 287. DOI
	Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 2009, 41 (4): 1149- 1160. DOI
	Gathercole, S. E., & Baddeley, A. D. Phonological memory deficits in language disordered children: Is there a causal connection. Journal of Memory and Language, 1990, 29 (3): 336- 360. DOI
	Gathercole, S. E., Willis, C. S., Baddeley, A. D., & Emslie, H. The Children’s Test of Nonword Repetition: A test of phonological working memory. Memory, 1994, 2 (2): 103- 127. DOI
	Gottardo, A., Pasquarella, A., Chen, X., & Ramirez, G. The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals. Applied Psycholinguistics, 2016, 37 (5): 1083- 1115. DOI
	Huang, H. S., & Hanley, J. R. Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 1995, 54 (1): 73- 98. DOI
	Huo, S. T., Wu, K. C., Mo, J. H., Wang, J., & Maurer, U. Children with Chinese dyslexia acquiring English literacy: Interaction between cognitive subtypes of dyslexia and orthographies. Journal of Learning Disabilities, 2022, 55 (3): 229- 241. DOI
	Justi, C. N. G., Henriques, F. G., & Justi, F. R. D. R. The dimensionality of phonological awareness among Brazilian Portuguese-speaking children: A longitudinal study. Psicologia: Reflexão e Crítica, 2021, 34, 26.
	Keung, Y. C., & Ho, C. S. H. Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology, 2009, 34 (2): 103- 112. DOI
	Li, S. F., Tao, S., Malatesha Joshi, R., & Xu, Q. F. Second-language reading difficulties among native Chinese-speaking students learning to read English: The roles of native- and second-language skills. Reading Research Quarterly, 2018, 53 (4): 423- 441. DOI
	McBride-Chang, C., Bialystok, E., Chong, K. K. Y., & Li, Y. P. Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 2004, 89 (2): 93- 111. DOI
	McBride-Chang, C., Cheung, H., Chow, B. W. Y., Chow, C. S. L., & Choi, L. Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing, 2006, 19 (7): 695- 716. DOI
	McCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C. Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the word building intervention. Scientific Studies of Reading, 2003, 7 (1): 75- 104. DOI
	Pan, D. J., Nakayama, M., McBride, C., Cheah, Z. R. E., Zheng, M., & Yeung, C. C. L. Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English. Applied Psycholinguistics, 2023, 44 (1): 77- 99. DOI
	Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., ... Gore, J. C. Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 2004, 55 (9): 926- 933. DOI
	Shaywitz, S. E., & Shaywitz, J. (2020). Overcoming dyslexia: Second edition, completely revised and updated (2nd ed.). London: Sheldon Press.
	Siok, W. T., & Fletcher, P. The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 2001, 37 (6): 886- 899. DOI
	Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2013). Comprehensive test of phonological processing-second edition (CTOPP-2) (2nd ed.). Austin: PRO-ED.
	Yeung, S. S. Second language learners who are at-risk for reading disabilities: A growth mixture model study. Research in Developmental Disabilities, 2018, 78, 35- 43. DOI
	Yeung, S. S., & Chan, C. K. K. Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology, 2013, 83 (4): 550- 568. DOI
	Zhang, J., Li, H. H., Zhang, M. L., Wang, Z. K., Ao, X. Y., Jian, J., ... Meng, X. Z. Functional preference of the left inferior parietal lobule to second language reading. NeuroImage, 2023, 270, 119989. DOI
	Ziegler, J. C., & Goswami, U. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 2005, 131 (1): 3- 29. DOI

	测试任务
	省音	合成真词	合成非词	语音匹配	非词重复
音节	01～09	01～08	01～08
首音/尾音	10～17			01～26
三个及以内音素		09～19、 21	08～15、 17、20
三个以上音素	18～34	20、 22～33	16、 18～19、 21～30
三个及以内音节					01～09、 11～16
三个以上音节					10、 17～30

	测试任务
	省音	合成真词	合成非词	语音匹配	非词重复
音节	01～09	01～08	01～08
首音/尾音	10～17			01～26
三个及以内音素		09～19、 21	08～15、 17、20
三个以上音素	18～34	20、 22～33	16、 18～19、 21～30
三个及以内音节					01～09、 11～16
三个以上音节					10、 17～30

	M	SD	1	2	3	4	5	6
1.英语成绩	87.87	11.82
2.音节	0.87	0.10	0.25***
3.首音/尾音	0.82	0.14	0.39***	0.55***
4.三个及以内音素	0.74	0.24	0.32***	0.48***	0.61***
5.三个以上音素	0.15	0.11	0.36***	0.42***	0.55***	0.55***
6.三个及以内音节	0.93	0.09	0.15**	0.38***	0.30***	0.27***	0.31***
7.三个以上音节	0.26	0.13	0.17**	0.37***	0.32***	0.28***	0.38***	0.46***

	M	SD	1	2	3	4	5	6
1.英语成绩	87.87	11.82
2.音节	0.87	0.10	0.25***
3.首音/尾音	0.82	0.14	0.39***	0.55***
4.三个及以内音素	0.74	0.24	0.32***	0.48***	0.61***
5.三个以上音素	0.15	0.11	0.36***	0.42***	0.55***	0.55***
6.三个及以内音节	0.93	0.09	0.15**	0.38***	0.30***	0.27***	0.31***
7.三个以上音节	0.26	0.13	0.17**	0.37***	0.32***	0.28***	0.38***	0.46***

	语音感知/操作任务			语音记忆任务
	F	p	${\text{η}}_{\rm p}^2 $	F	p	${\text{η}}{_{\rm p}^2} $
四年级	19.68	<0.001	0.25	2.23	0.112	0.04
五年级	8.65	<0.001	0.13	2.12	0.331	0.02
六年级	17.23	<0.001	0.23	0.90	0.411	0.02