语音加工能力对大学英语阅读的影响

论文摘要

在外语学习中,阅读是一项十分重要的基本技能。大学英语教学目标对学生的阅读理解能力提出了越来越高的要求。阅读理解能力已成为大学英语综合素质的重要因素,同时也是外语学习者的一个难点。有关提高阅读理解的研究大多关注阅读策略、交互式阅读模式等方面,而从语音加工能力(即语音意识、言语工作记忆和快速命名)的视角出发的研究却不多见。虽然近年来国内外研究者对语音意识与阅读能力的关系的研究有很大进步,但对言语工作记忆和快速命名的研究却少之又少。本文的目的是探究语音加工能力对大学英语阅读的影响。本研究以山东理工大学59名非英语专业三年级学生为研究对象,对学生的语音加工能力和阅读理解能力进行实验,并根据阅读成绩把学生分为三组。本研究借助于定性、定量研究方法检测三组学生的语音加工能力差异,测度语音加工能力与阅读理解能力的相关性,探究三种语音加工能力要素之间的关联,考察单个或多个语音加工能力对阅读理解的影响程度,并得出结论:1)语音意识与阅读理解水平成显著的正相关,快速命名与阅读理解水平成显著的负相关,而且三种语音加工能力要素之间也有显著相关。2)语音意识和快速命名在一定程度上能预测大学英语四级阅读成绩。它们都是非英语专业大学生英语阅读理解能力较好的预测效标。3)言语工作记忆与阅读理解水平的相关性不显著。该研究说明语音加工能力中语音意识与快速命名对大学英语阅读理解有一定的积极意义,由此为提高大学英语阅读能力,改进阅读教学方法提供了一些参考。因此,本研究对于我国英语阅读教学研究具有一定的现实指导意义。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Problem
• 1.2 Research Question and Objectives
• 1.3 Type of Research and Hypotheses
• Chapter 2 Theoretical Framework and Related Literature
• 2.1 Theoretical Framework
• 2.1.1 The Research of Phonological Processing Ability
• 2.1.2 The Theory of Phonological Awareness
• 2.1.3 The Theory of Verbal Working Memory
• 2.1.4 The Theory of Rapid Naming
• 2.2 The Nature of Reading Abilities
• 2.2.1 Purposes for Reading
• 2.2.2 Defining Reading Comprehension
• 2.2.3 Components of Reading Abilities
• 2.2.4 Models of Reading
• 2.3 Phases of Reading Development
• 2.4 Related Literature
• 2.4.1 Phonological Awareness Research
• 2.4.2 Verbal Working Memory Research
• 2.4.3 Rapid Naming Research
• Chapter 3 Method
• 3.1 Introduction
• 3.2 Participants
• 3.3 Design and Data Analysis
• 3.3.1 Design
• 3.3.2 Data Analysis
• 3.4 Materials
• 3.4.1 IQ Test
• 3.4.2 English Reading Comprehension Test
• 3.4.3 Phonological Processing Ability Test
• 3.5 Procedure
• Chapter 4 Results
• 4.1 Introduction
• 4.2 Descriptive Statistics
• 4.2.1 Descriptive Statistics Results of All Measures of All Subjects
• 4.2.2 Differences among Good Readers Group, Poor Readers Group and Moderate Readers Group
• 4.3 Correlation Analysis
• 4.3.1 The Correlation between Three Phonological Processing Abilities and English Reading Comprehension
• 4.3.2 The Correlation among Phonological Awareness, Verbal Working Memory and Rapid Naming
• 4.4 Stepwise Multiple Regression Analysis
• Chapter 5 Discussion
• 5.1 Introduction
• 5.2 The Effect of Phonological Processing Ability on college English Reading
• 5.3 The Relationship between Phonological Skills and Reading Skill
• 5.4 The Importance of Phonological Processing Ability
• 5.5 Implications for Teaching—Phonological Awareness Training and Phonics Teaching
• 5.5.1 Phonological Awareness Training
• 5.5.2 Phonics Teaching
• Chapter 6 Conclusion
• 6.1 Summary
• 6.2 Validity and Reliability
• 6.3 Limitation of the Research
• 6.4 Suggestions for Further Research
• References
• Appendix
• Published Paper
• Acknowledgments