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书名：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
定价：88.0
ISBN：9787030325570
作者：刘莹
版次：1
出版时间：2012-01
内容提要：
本论文研究了儿童英语单词认读技能的习得，研究问题为对学习外语的汉语儿童来说，语音技能对英语单词认读技能是否重要以及母语语音在其中所起的作用。本研究首先对音节结构进行了跨语言的详尽分析，重点比较英、汉语音和拼写法方面的异同。分析重点讨论了汉语的音节结构特点及其可能对语音意识和英语单词认读的影响。提出了两个研究问题，根据汉语的特点和外语学习的条件进行调整，设计出实验方案。实验结果表明语音技能在大陆汉语儿童学习英语单词认读的过程中起着重要的作用。
目录：
定价：88.0
ISBN：9787030325570
作者：刘莹
版次：1
出版时间：2012-01
内容提要：
本论文研究了儿童英语单词认读技能的习得，研究问题为对学习外语的汉语儿童来说，语音技能对英语单词认读技能是否重要以及母语语音在其中所起的作用。本研究首先对音节结构进行了跨语言的详尽分析，重点比较英、汉语音和拼写法方面的异同。分析重点讨论了汉语的音节结构特点及其可能对语音意识和英语单词认读的影响。提出了两个研究问题，根据汉语的特点和外语学习的条件进行调整，设计出实验方案。实验结果表明语音技能在大陆汉语儿童学习英语单词认读的过程中起着重要的作用。
目录：
Preface
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research motivation
1.2 Definition of phonological awareness （PA）
1.3 Phonological awareness and L2 word reading
1.4 English word reading in the Chinese context
1.5 Key research questions
Chapter 2 Phonological Skills and English Word Reading
2.1 Research background
2.1.1 English word reading and English reading
2.1.2 Models for development of English word reading skills
2.1.3 Phonological skills and English word reading
2.2 Issues in PA and English word reading
2.3 Issues in English word reading
2.4 MethodolcIgical matters
2.4.1 Classic PA tasks
2.4.2 Cognitive dimension
2.4.3 Linguistic dimension
2.4.4 Orthographic dimension
2.5 Theoretical accounts for the connection
2.5.1 Cognitive view
2.5.2 Emergentist view
2.5.3 RePresentational view
2.5.4 Multiconnections account for English word reading
Chapter 3 Reconsidering the Issues in EFL Context
3.1 Introduction
3.1.1 Linguistic differences theory
3.1.2 Linguistic differences and reading skills
3.1.3 Linguistic differences and PA
3.2 Chinese mainland EFL learning context
3.3 Research rationale
3.3.1 Introduction
3.3.2 Syllable structure of Chinese
3.3.3 Chinese writing system
3.3.4 Structure of Chinese pinyin
3.3.5 Problems with pinyin system
3.3.6 Role of pinyin in learning to read
3.4 Methodological considerations in Chinese EFL context
3.4.1 English word reading tests
3.4.2 CPA tasks
3.5 Summary
Chapter 4 Experimental Studies
4.0 Research questions
4.1 Participants
4.2 Chinese and English PA tests
4.2.1 Method for PA tests
4.2.2 PA task selection
4.2.3 CPA tests
4.2.4 EPA tests
……
Chapter 5 Results and Discussion
Chapter 6 General Discussion and Conclusion
References
Appendixes
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research motivation
1.2 Definition of phonological awareness （PA）
1.3 Phonological awareness and L2 word reading
1.4 English word reading in the Chinese context
1.5 Key research questions
Chapter 2 Phonological Skills and English Word Reading
2.1 Research background
2.1.1 English word reading and English reading
2.1.2 Models for development of English word reading skills
2.1.3 Phonological skills and English word reading
2.2 Issues in PA and English word reading
2.3 Issues in English word reading
2.4 MethodolcIgical matters
2.4.1 Classic PA tasks
2.4.2 Cognitive dimension
2.4.3 Linguistic dimension
2.4.4 Orthographic dimension
2.5 Theoretical accounts for the connection
2.5.1 Cognitive view
2.5.2 Emergentist view
2.5.3 RePresentational view
2.5.4 Multiconnections account for English word reading
Chapter 3 Reconsidering the Issues in EFL Context
3.1 Introduction
3.1.1 Linguistic differences theory
3.1.2 Linguistic differences and reading skills
3.1.3 Linguistic differences and PA
3.2 Chinese mainland EFL learning context
3.3 Research rationale
3.3.1 Introduction
3.3.2 Syllable structure of Chinese
3.3.3 Chinese writing system
3.3.4 Structure of Chinese pinyin
3.3.5 Problems with pinyin system
3.3.6 Role of pinyin in learning to read
3.4 Methodological considerations in Chinese EFL context
3.4.1 English word reading tests
3.4.2 CPA tasks
3.5 Summary
Chapter 4 Experimental Studies
4.0 Research questions
4.1 Participants
4.2 Chinese and English PA tests
4.2.1 Method for PA tests
4.2.2 PA task selection
4.2.3 CPA tests
4.2.4 EPA tests
……
Chapter 5 Results and Discussion
Chapter 6 General Discussion and Conclusion
References
Appendixes
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