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形位—音位解码能力(即按照发音规则快速地将书写符号转换成语音符号的能力)是单词识别的重要环节。其对母语阅读的重要性已得到公认,但对二语阅读的作用仍在探索之中。本文以某高校164名中国非英语专业大学本科生为研究对象,通过以形位—音位解码能力为自变量,英语阅读水平为因变量,词汇和句法能力为控制变量的多元回归分析,考察了该能力在大学生英语阅读中的作用。结果表明它不能独立解释二语阅读水平的变异,对二语阅读者的影响有限。通过与彭鹏、陶沙(2009)对儿童阅读的研究结果比较,发现形位—音位解码能力对初级二语学习者比对高级学习者的作用大。在理论方面,本文提出二语阅读理论应该从“能力发展视角”论述阅读能力的构成要素对阅读理解影响的变化规律;在教学实践方面,本研究结果说明教师应该对初级和高级阅读者加强不同能力要素的训练。
Morphometric-phonemic decoding abilities (ie, the ability to quickly convert written symbols to phonetic symbols according to pronunciation rules) are an important part of word recognition. The importance of reading to mother tongue has been recognized, but the role of second language reading is still being explored. In this paper, 164 undergraduates from non-English majors in a university in China are selected as research subjects. Through the multivariate regression analysis of the control variables with the form-and-phoneme decoding ability as the independent variable, the English reading level as the dependent variable, the lexical and syntactic abilities as the control variables, The role of this ability in college English reading. The results show that it can not independently explain the variation of L2 reading level and have a limited impact on L2 readers. By comparing with Peng Peng and Tao Sha (2009) on the findings of children’s reading, we found that the ability of morphological-phonological decoding is more effective for beginner learners than senior learners. In theory, this paper proposes that the theory of second language reading should discuss the changing law of reading comprehension influenced by the elements of reading ability from the perspective of “ability development.” In the aspect of teaching practice, the results of this study indicate that teachers should be able to understand both primary and advanced readers Strengthen the training of different ability elements.