中国儿童英汉语音意识、拼音技能和英语单词认读能力研究 英文PDF|Epub|txt|kindle电子书版本网盘下载

中国儿童英汉语音意识、拼音技能和英语单词认读能力研究 英文PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Research motivation1

1.2 Definition of phonological awareness(PA)2

1.3 Phonological awareness and L2 word reading3

1.4 English word reading in the Chinese context5

1.5 Key research questions10

Chapter 2 Phonological Skills and English Word Reading11

2.1 Research background11

2.1.1 English word reading and English reading12

2.1.2 Models for development of English word reading skills14

2.1.3 Phonological skills and English word reading18

2.2 Issues in PA and English word reading23

2.3 Issues in English word reading27

2.4 Methodological matters31

2.4.1 Classic PA tasks31

2.4.2 Cognitive dimension32

2.4.3 Linguistic dimension35

2.4.4 Orthographic dimension38

2.5 Theoretical accounts for the connection40

2.5.1 Cognitive view41

2.5.2 Emergentist view42

2.5.3 Representational view45

2.5.4 Multiconnections account for English word reading46

Chapter 3 Reconsidering the Issues in EFL Context48

3.1 Introduction48

3.1.1 Linguistic differences theory49

3.1.2 Linguistic differences and reading skills51

3.1.3 Linguistic differences and PA54

3.2 Chinese mainland EFL learning context56

3.3 Research rationale58

3.3.1 Introduction58

3.3.2 Syllable structure of Chinese60

3.3.3 Chinese writing system62

3.3.4 Structure of Chinese pinyin64

3.3.5 Problems with pinyin system66

3.3.6 Role of pinyin in learning to read67

3.4 Methodological considerations in Chinese EFL context70

3.4.1 English word reading tests70

3.4.2 CPA tasks75

3.5 Summary78

Chapter 4 Experimental Studies79

4.0 Research questions79

4.1 Participants80

4.2 Chinese and English PA tests82

4.2.1 Method for PA tests82

4.2.2 PA task selection82

4.2.3 CPA tests84

4.2.4 EPA tests91

4.3 English vocabulary,Chinese word reading and English word reading tests95

4.3.1 English vocabulary test95

4.3.2 Chinese word reading test96

4.3.3 English word reading test96

4.4 Pinyin reading test97

4.4.1 Design&.97

4.4.2 Materials99

4.5 English nonword reading test100

4.5.1 Materials102

4.5.2 Task considerations105

4.6 Data collection108

4.7 Summary111

Chapter 5 Results and Discussion112

5.0 Introduction112

5.1 Chinese and English phonological awareness112

5.1.1 Descriptive statistics112

5.1.2 Units and tasks113

5.1.3 Correlations and regression114

5.1.4 Composition of PA skills116

5.1.5 Discussion117

5.2 Phonological awareness and word reading119

5.2.1 Validating sample groups119

5.2.2 Correlations122

5.2.3 Regression analyses128

5.3 English nonword reading131

5.3.1 CV versus VC analogy132

5.3.2 Analogy and PA134

5.3.3 Complex onset in VC analogy137

5.4 Chinese and English deletion tasks139

5.4.1 Chinese phoneme deletion139

5.4.2 English phoneme deletion140

5.4.3 English syllable deletion141

5.4.4 Summary142

5.5 Chinese pinyin reading142

5.6 Summary144

Chapter 6 General Discussion and Conclusion145

6.0 Introduction145

6.1 Research questions revisited145

6.2 English word reading148

6.2.1 Findings on correlations148

6.2.2 English vocabulary,PA and word reading149

6.2.3 CPA and EPA152

6.2.4 Phonological skills in EFL word reading154

6.3 English nonword reading156

6.3.1 English nonword reading strategies156

6.3.2 English PA and nonword reading160

6.4 Chinese pinyin163

6.5 Contributions of major findings and implications of the study166

6.5.1 Contributions of the study166

6.5.2 Implications for teaching170

6.6 Some limitations on the present study and suggestions for future research175

6.7 Summary176

References178

Appendixes204

Appendix 1 Reliability coefficients for tests used in the study204

Appendix 2 English vocabulary test materials205

Appendix 3 Chinese character reading test materials206

Appendix 4 English word reading test materials207

Appendix 5 Instructions in EPA group session tests208

Appendix 6 Raw scores for reading different types of English nonwords209

List of Tables64

3.1 Scheme of rime letters in Chinese pinyin(Wang 1999:243)64

3.2 Three types of rimes in Chinese pinyin65

3.3 Hypothesized correspondence between PA,print and reading strategy73

4.1 Items in Chinese detection test84

4.2 Materials in rhyme iudgment test86

4.3 Materials in Chinese rhyme detection test87

4.4 Onset judgment test material87

4.5 A comparison of consonant phoneme types in English and Chinese90

4.6 Materials for Chinese onset phoneme deletion test90

4.7 Test items containing different distraction types in English rhyme detection task(odd rhyme in bold)91

4.8 Items in English onset detection test92

4.9 Items with same or different final phonemes in judgment task92

4.10 Items with same or different initial phonemes in judgment task92

4.11 Material in English onset deletion test94

4.12 Items in Chinese pinyin reading task100

4.13 Items in English nonword reading task grouped according to segmentation position of the syllable and repetition of clue words102

4.14 Test items for reading of CCVC type nonwords104

4.15 A description of group and individual session tests and the number of participants109

5.1 Mean performance of Chinese PA,English PA and English vocabulary by Grades 3(n=62)and 5 children(n=65)113

5.2 Intercorrelations of CPA and EPA tasks(G3,n=62)115

5.3 Intercorrelations of CPA and EPA tasks(G5,n=65)115

5.4 Factor analysis for Chinese and English PA skills117

5.5 Mean performance of children who participated in Chinese and English PA,word reading and English vocabulary tests (n=25 for each group)120

5.6 Results of independent samples t-test on Chinese and English PA,reading and English vocabulary skills121

5.7 Intercorrelations of Chinese and English PA,reading and English vocabulary tasks for G3 group123

5.8 Intercorrelations of Chinese and English PA,reading and English vocabulary tasks for G5 group125

5.9 Summary of stepwise regression analyses predicting English word reading,with English vocabulary and phoneme deletion as predictor variables129

5.10 Summary of stepwise regression analyses predicting Chinese character reading with Chinese onset judgment as predictor variable for G3 children;rhyme judgment as predictor variable for G5 children130

5.11 Summary of stepwise regression analyses predicting English nonword reading with CPA and EPA skills as predictor variables in G3130

5.12 Mean performances on English nonword reading132

5.13 Mean performance on CV and VC analogy reading with same or different clue words132

5.14 Correlations between reading related skills and English nonword reading units135

5.15 Summary of two-step multiple regression,with G5 English rhyme detection as predictor with G5 CV/C unit reading as dependent variable136

5.16 Summary of two-step multiple regression,with G5 Chinese rhyme detection as predictor with G5 C/VC unit reading as dependent variable136

5.17 Mean performances on cluster onset type nonwords138

5.18 Summary of paired t-test across three word types138

5.19 Mean performance on onset types in English phoneme deletion task141

5.20 Mean performance on pinyin reading143

6.1 Correspondences between CV and VC in Chinese and English159

List of Figures149

6.1 Relations between Chinese and English word reading skills149

6.2 Conception of relations between English PA and R in EFL situation151

6.3 Conception of the relation between CPA and EPA153

6.4 Results on L1-L2 PA relations in G3 and G5153