论文部分内容阅读
本文主要研究中国学生在二语阅读过程中语音激活的作用。研究者利用日语复杂的书写系统来测试中国读者用字形和音位两种不同系统加工文字的过程。16名学生被分成高低水平组,参加分别用两个系统(汉字和假名)设计的测试(4×4)。然后,就研究设定的目标词报告在阅读过程中是否尝试过发音。研究结果显示,无论语言水平高低,语音激活是在自然的阅读理解时出现的一个必然过程。读者以此为阅读策略,目的有三:1)找出二语词义;2)争取思考时间;3)通过母语联想词义。本研究对阅读教学的启示是,对学生阅读时常常出现的读音现象,我们不必强调,也没有必要反对。但是在阅读教学中,教师应同时注意二语学习者的口语能力发展。本研究支持对二语阅读研究的语音中介理论。
This paper mainly studies the role of Chinese students in phonetic activation in second language reading. Researchers use Japanese complex writing systems to test Chinese readers’ process of processing text using two different systems of glyphs and phonemes. Sixteen students were divided into high and low groups and participated in a test (4 × 4) designed with two systems (kanji and kana respectively). Then, study the target words set to study whether or not you tried pronouncing during reading. The results show that, regardless of the level of language, voice activation is a natural process of reading comprehension. Readers as a reading strategy for the purpose of three: 1) find the meaning of second language; 2) for thinking time; 3) associative word meaning through their mother tongue. The enlightenment of this research on reading teaching is that we do not have to emphasize or need to object to the phenomenon of pronunciation that often occurs when students read. However, in reading teaching, teachers should also pay attention to the development of L2 learners’ oral ability. This study supports the phonetic intermediary theory of second language reading research.