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本研究通过三种不同英语认读教法,对早期半浸入式双语教育环境下64名儿童的英、汉两种语言词汇认读能力进行考察。结果表明,不同英语认读教法对双语儿童两种语言的词汇认读产生了不同影响:在字母拼读教学条件下,儿童英语词汇认读水平显著高于音标认读与整词认读条件;在整词认读教学条件下,儿童汉语词汇认读水平显著高于字母拼读与音标认读条件;在传统音标教学条件下,儿童两种语言词汇认读水平均最低,表明音标教学不利于儿童的英语词汇认读能力的提高,而且可能对儿童母语认读水平造成不利影响。
This study examines English and Chinese language vocabulary reading ability of 64 children in the early semi-immersive bilingual education environment through three different English reading methods. The results show that different English reading methods have different effects on bilingual linguistic reading of bilingual children. Under the conditions of alphabetic spelling, children’s English vocabulary reading is significantly higher than that of phonetic syllables and whole words. Under the condition of reading the whole word, children’s reading of Chinese vocabulary is significantly higher than that of alphabetic phonation and phonetic syllable reading. Under the condition of traditional phonetics teaching, children’s vocabulary reading in both languages is the lowest, indicating that phonetic teaching is not Children’s ability to read English vocabulary is improved, and may adversely affect children’s mother tongue reading level.