|
|
Modern Linguistics 2021
中学生英语词素意识调查研究
|
Abstract:
本文以1055名中学生为研究对象，进行英语派生词素意识调查研究，主要关注了中学生在词素识别、理解、构词三个维度上的派生词素习得特征。研究结果表明：1) 中学生词素构词能力普遍较低，词素识别、理解水平相对较高；2) 中学生词素意识随年级递增呈上升趋势，在词素识别、理解上，高年级学生水平显著高于低年级学生，而构词能力无明显差异；3) 词素能力在识别、理解、构词三个维度几乎不相关。文中探讨了由此结果产生的理论模型。
This study investigated 1055 secondary school students on their morphological awareness, mainly focusing on the characteristics of derivational morphemes in three dimensions: recogni-tion, understanding and word-formation. Results suggested that 1) secondary school students had low word-formation ability while they reached a relatively high level in morpheme recogni-tion and understanding ability; 2) the morphological awareness of secondary school students increased with grade: higher grade students performed significantly better than lower grade students on recognition and understanding, but overall word-formation ability did not differ among students across grades; 3) the ability of morpheme recognition, morpheme understanding and word-formation did not correlate with each other. Theoretcial accounts generated from these findings have been discussed.
| [1] | Carlisle, J.F. (2003) Morphology Matters in Learning to Read: A Commentary. Reading Psychology, 24, 291-322.
https://doi.org/10.1080/02702710390227369 |
| [2] | 钱晶晶. 中国英语学习者词缀习得的研究[J]. 外语与外语教学, 2011(2): 48-51. |
| [3] | Apel, K., Diehm, E. and Apel, A. (2013) Using Multiple Measures of Morphological Awareness to Assess Its Relation to Reading. Topics in Language Disorders, 33, 42-56. https://doi.org/10.1097/TLD.0b013e318280f57b |
| [4] | Shipley, K.G., Stone, T.A. and Sue, M.B. (1983) Test for Examining Expressive Morphology (TEEM), Communication Skill Builders, Tucson. |
| [5] | Casalis, S., Cole, P. and Sopo, S. (2004) Morphological Awareness in Developmental Dyslexia. Annals of Dyslexia, 54, 114-138. https://doi.org/10.1007/s11881-004-0006-z |
| [6] | Apel, K. (2014) A Comprehensive Definition of Morphological Awareness: Implications for Assessment. Topics in Language Disorders, 34, 197-209. https://doi.org/10.1097/TLD.0000000000000019 |
| [7] | Carlisle, J.F. (1995) Morphological Awareness and Early Reading Achievement. In: Feldman, L.B., Ed., Morphological Aspects of Language Processing, Erlbaum, Hillsdale, 189-209. |
| [8] | Carlisle, J.F. (2000) Awareness of the Structure and Meaning of Morphologically Complex Words: Impact on Reading. Reading and Writing, 12, 169-190. https://doi.org/10.1023/A:1008131926604 |
| [9] | Koda, K. (2000) Cross-Linguistic Variations in L2 Morphological Awareness. Applied Psycholinguistics, 21, 297-320.
https://doi.org/10.1017/S0142716400003015 |
| [10] | Kuo, L.J. and Anderson, R.C. (2006) Morphological Awareness and Learning to Read: A Cross Language Perspective. Educational Psychologist, 41, 161-180. https://doi.org/10.1207/s15326985ep4103_3 |
| [11] | McBride-Chang, C.H., Cheung, C.B.W.-Y., Chow, C.S.-L. and Choi, L. (2006) Metalinguistic Skills and Vocabulary Knowledge in Chinese (L1) and English (L2). Reading and Writing, 19, 695-716.
https://doi.org/10.1007/s11145-005-5742-x |
| [12] | Berninger, V.W., Abbott, R.D., Nagy, E.N. and Carlisle, F.C. (2010) Growth in Phonological Orthographic, and Morphological Awareness in Grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163.
https://doi.org/10.1007/s10936-009-9130-6 |
| [13] | Guo, Y., Roehrig, A.D. and Williams, S.W. (2011) The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable? Journal of Literacy Research, 43, 159-183. https://doi.org/10.1177/1086296X11403086 |
| [14] | Kirby, J.R., Deacon, S.H., Bowers, P.N., Izenberg, L., Wade-Woolley, L. and Parrila, R. (2012) Children’s Morphological Awareness and Reading Ability. Reading and Writing, 25, 389-410. https://doi.org/10.1007/s11145-010-9276-5 |
| [15] | Deacon, H., Benere, J. and Pasquarella, A. (2013) Reciprocal Relationship: Children’s Morphological Awareness and Their Reading Accuracy across Grades 2 to 3. Developmental Psychology, 49, 1113-1126.
https://doi.org/10.1037/a0029474 |
| [16] | Kieffer, M.J. and Lesaux, N.K. (2012) Development of Morphological Awareness and Vocabulary Knowledge in Spanish-Speaking Language Minority Learners: A Parallel Process Latent Growth Curve Model. Applied Psycholinguistics, 33, 23-54. https://doi.org/10.1017/S0142716411000099 |
| [17] | Nagy, W.E., Osborn, J., Winsor, P. and O’Flahavan, J. (1994) Structural Analysis: Some Guidelines for Instruction. In: Lehr, F. and Osborn, J., Eds., Reading, Language, and Literacy: Instruction for the Twenty-First Century, Erlbaum, Hillsdale, 45-58. |
| [18] | Nation, I.S.P. (2001) Learning Vocabulary in Another Language. Cambridge University Press, Cambridge.
https://doi.org/10.1017/CBO9781139524759 |
| [19] | Laufer, B. (1998) The Development of Passive and Active Vocabulary in Second Language: Same or Different? Applied Linguistics, 19, 255-271. https://doi.org/10.1093/applin/19.2.255 |
| [20] | 崔艳嫣, 王同顺. 接受性词汇量、产出性词汇量与词汇深度知识的发展途径及其相关性研究[J]. 现代外语, 2006(2): 392-400. |
| [21] | Tyler, A. and Nagy, W.E. (1989) The Acquisition of English Derivational Morphology. Journal of Memory and Language, 28, 649-667. https://doi.org/10.1016/0749-596X(89)90002-8 |
| [22] | Bauer, L. and Nation, I.S.P. (1993) Word Families. International Journal of Lexicography, 6, 253-279.
https://doi.org/10.1093/ijl/6.4.253 |
| [23] | Carlisle, J.F. and Nomanbhoy, D.M. (1993) Phonological and Morphological Awareness in First Graders. Applied Psycolinguistics, 14, 177-195. https://doi.org/10.1017/S0142716400009541 |
| [24] | 吴旭东, 陈晓庆. 中国英语学生课堂环境下词汇能力的发展[J]. 现代外语, 2000(4): 349-360. |
| [25] | 浙江省统计局. 全省及各市GDP [EB/OL].
http://data.tjj.zj.gov.cn/page/zbcx/zbDetail.jsp?taskId=49e3d29d33fa4c8c85cdfe5ebdb50d27&orgCode=33, 2021-08-02/2021-08-20. |
| [26] | Berninger, V.W. (2007) The Process Assessment of the Learner. Second Edition, Psychological Corporation, San Antonio. https://doi.org/10.1037/t15132-000 |
| [27] | Singson, M., Mahony, D. and Mann, V. (2000) The Relation between Reading Ability and Morphological Skills: Evidence from Derivational Suffixes. Reading and Writing, 12, 219-252. https://doi.org/10.1023/A:1008196330239 |
| [28] | Casalis, S. and Cole, P. (2009) On the Relationship between Morphological and Phonological Awareness: Effects of Training in Kindergarten and in First-Grade Reading. First Language, 29, 113-142.
https://doi.org/10.1177/0142723708097484 |
| [29] | Apel, K. and Lawrence, J. (2011) Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children with and without Speech Sound Disorder. Journal of Speech, Language, and Hearing Research, 54, 1312-1327. https://doi.org/10.1044/1092-4388(2011/10-0115) |
| [30] | de Graaff, S., Hasselman, F., Verhoeven, L. and Bosman, A.M.T. (2010) Phonemic Awareness in Dutch Kindergartners: Effects of task, Phoneme Position, and Phoneme Class. Learning and Instructive, 21, 163-173.
https://doi.org/10.1016/j.learninstruc.2010.02.001 |
| [31] | Mochizuki, M. (1998) Understanding English Affixes by Japanese Learners. Reitaku Review, 4, 100-120. |
| [32] | 崔艳嫣, 王同顺. 基于CLEC的中国学习者英语派生词缀习得分析[J]. 国外外语教学, 2005(2): 5-11. |
| [33] | Read, J. (2000) Assessing Vocabulary. Cambridge University Press, Cambridge.
https://doi.org/10.1017/CBO9780511732942 |
| [34] | 马书彦, 赵建芬. 对高中英语写作教学的反思[J]. 教学与管理, 2007(9): 103-104. |
| [35] | 赖文斌, 温湘频. 初中英语口语教学中的情境创设[J]. 教学与管理, 2010(16): 64-65. |
| [36] | Hatch, E. and Brown, C. (2001) Vocabulary, Semantics and Language Education. Foreign Language Teaching and Research Press, Beijing. |
| [37] | Ellis, R. (1999) Understanding Second Language Acquisition. Shanghai Foreign Language Education Press, Shanghai. |
| [38] | 刘庆思. 高考英语学科40年[J]. 中国考试, 2017(2): 13-19. |
| [39] | 董曼霞. 高考英语对高中英语课堂教学的反拨效应研究[J]. 基础外语教育, 2018(2): 25-32+107. |
