|
|
绘本阅读在小学一年级儿童新词学习中的作用
|
Abstract:
本研究采用眼动追踪技术，探究在绘本阅读过程中，小学一年级儿童的新词学习过程，以及组成新词的形旁和声旁频率对学习效果的影响。结果发现：儿童通过绘本阅读能够快速建立新词的心理表征，表现为儿童在形–音和形–义任务中的正确率均高于随机水平；与此同时，会受到儿童已有关于汉字部件知识的影响，表现为形旁和声旁的使用频率会调节新词的习得效果。本研究为绘本阅读中的新词学习机制和干预教学提供了教育启示。
This study uses the eye-tracking technology to explore the learning process of new words in the first grade of primary school in the process of picture book reading, as well as the influence of the appearance and sound frequency of new words on the learning effect. The results showed that children could quickly establish mental representations of new words by reading picture books, which showed that children’s accuracy in form-sound and form-sense tasks were higher than the random level. At the same time, it is influenced by children’s existing knowledge of Chinese character components, which shows that the frequency of use of form and sound can regulate the effect of new word acquisition. This study provides educational enlightenment for new words learning mechanism and intervention teaching in picture book reading.
| [1] | 陈俊, 张积家(2005). 小学低年级学生对陌生形声字的语音提取. 心理科学, 28(4), 901-905. |
| [2] | 韩布新(1998). 汉字识别中部件的频率效应. 心理科学, (3), 193-195+286. |
| [3] | 韩映虹, 闫国利(2010). 眼动分析法在学前儿童认知研究中的应用. 心理科学, 33(1), 191-193. |
| [4] | 刘鸣(1996). 汉字认知与形象思维. 华南师范大学学报: 社会科学版, (4), 46-51. |
| [5] | 彭聃龄, 刘颖, 陈鹰(1996). 汉字识别的计算机模拟. 应用心理学, (1), 9-16. |
| [6] | 田本娜(2001). 识字教学的传承和创新. 课程？教材？教法, 21(3), 15-19. |
| [7] | 王蕾(2008). 图画书与学前儿童语言教育. 学前教育研究, (7), 52-54. |
| [8] | 许凤(2006). 单词接触频率对于英语学习者附带词汇习得的影响. 硕士学位论文, 长沙: 湖南大学. |
| [9] | 张积家, 姜敏敏(2008). 形旁家族、声旁家族和高频同声旁字对形声字识别的影响. 心理学报, 40(9), 947-960. |
| [10] | 张积家, 王娟, 印丛(2014). 声符和义符在形声字语音、语义提取中的作用——来自部件知觉眼动研究的证据. 心理学报, 6(7), 885-900. |
| [11] | Apel, K., Brimo, D., Wilson-Fowler, E. B., Vorstius, C., & Radach, R. (2013). Children Develop Initial Orthographic Knowledge During Storybook Reading. Scientific Studies of Reading, 17, 286-302.
https://doi.org/10.1080/10888438.2012.692742 |
| [12] | Apel, K., Thomas-Tate, S., Wilson-Fowler, E. B., & Brimo, D. (2012). Acquisition of Initial Mental Graphemic Representations by Children at Risk for Literacy Development. Applied Psycholinguistics, 33, 365-391.
https://doi.org/10.1017/S0142716411000403 |
| [13] | Apel, K., Wolter, J. A., & Masterson, J. J. (2006). Effects of Phonotactic and Orthotactic Probabilities during Fast Mapping on 5-Year-Olds’ Learning to Spell. Developmental Neuropsychology, 29, 21-42.
https://doi.org/10.1207/s15326942dn2901_3 |
| [14] | Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension. Journal of Educational Psychology, 74, 506-521. https://doi.org/10.1037/0022-0663.74.4.506 |
| [15] | Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy. Review of Educational Research, 65, 1-21.
https://doi.org/10.3102/00346543065001001 |
| [16] | Evans, M. A., & Saint-Aubin, J. (2010). An Eye for Print: Child and Adult Attention to Print during Shared Book Reading. In D. Aram, & O. Korat (Eds.), Literacy Development and Enhancement across Orthographies and Cultures (Vol. 2, pp. 43-53). Springer US. https://doi.org/10.1007/978-1-4419-0834-6_4 |
| [17] | Evans, M. A., Saint-Aubin, J., & Landry, N. (2009). Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement Study. Child Development, 80, 1824-1841. https://doi.org/10.1111/j.1467-8624.2009.01370.x |
| [18] | Fletcher, K. L., & Reese, E. (2005). Picture Book Reading with Young Children: A Conceptual Framework. Developmental Review, 25, 64-103. https://doi.org/10.1016/j.dr.2004.08.009 |
| [19] | Fukkink, R. G. (2005). Deriving Word Meaning from Written Context: A Process Analysis. Learning and Instruction, 15, 23-43. https://doi.org/10.1016/j.learninstruc.2004.12.002 |
| [20] | Gombert, J. E. (1992). Metalinguistic Development. The University of Chicago Press. |
| [21] | Ho, C. S.-H., Ng, T.-T., & Ng, W.-K. (2003). A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals. Journal of Literacy Research, 35, 849-878.
https://doi.org/10.1207/s15548430jlr3503_3 |
| [22] | Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of Verbal and Nonverbal References to Print on Preschoolers’ Visual Attention to Print during Storybook Reading. Deve-lopmental Psychology, 44, 855-866.
https://doi.org/10.1037/0012-1649.44.3.855 |
| [23] | Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Pre-Schoolers, Print and Storybooks: An Observational Study Using Eye Movement Analysis. Journal of Research in Reading, 28, 229-243.
https://doi.org/10.1111/j.1467-9817.2005.00267.x |
| [24] | Li, Y., & Kang, J. S. (1993). Analysis of Phonetics of the Ideophonetic Characters in Modern Chinese. In Y. Chen (Ed.), Information Analysis of Usage of Characters in Modern Chinese (pp. 84-98). Shanghai Education. |
| [25] | Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning Word Meanings from Context: How Broadly Generalizable? Technical Report No. 347. |
| [26] | Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The Lexical Constituency Model: Some Implications of Research on Chinese for General Theories of Reading. Psychological Review, 112, 43-59. https://doi.org/10.1037/0033-295X.112.1.43 |
| [27] | Raikes, H., & Pan, B. A. (2006). Mother-Child Book Reading in Low-Income Families: Correlates and Outcomes during the First Three Years of Life. Child Development, 77, 924-953. https://doi.org/10.1111/j.1467-8624.2006.00911.x |
| [28] | Roy-Charland, A., Saint-Aubin, J., Klein, R. M., & Lawrence, M. (2007). Eye Movements as Direct Tests of the GO Model for the Missing-Letter Effect. Perception & Psychophysics, 69, 324-337. https://doi.org/10.3758/BF03193753 |
| [29] | Sénéchal, M. (2010). Reading Books to Young Children: What It Does and Does Not Do. In D. Aram, & O. Korat (Eds.), Literacy Development and Enhancement across Orthographies and Cultures (Vol. 2, pp. 111-122). Springer US.
https://doi.org/10.1007/978-1-4419-0834-6_8 |
| [30] | Share, D. L. (1995). Phonological Recoding and Self-Teaching: Sine Qua Non of Reading Acquisition. Cognition, 55, 151-218. https://doi.org/10.1016/0010-0277(94)00645-2 |
| [31] | Taft, M., Zhu, X., & Ding, G. (2000). The Relationship between Character and Radical Representation in Chinese. Acta Psychologica Sinica, 32, 3-12. |
| [32] | Wolter, J. A., & Apel, K. (2010). Initial Acquisition of Mental Graphemic Representations in Children with Language Impairment. Journal of Speech, Language, and Hearing Research, 53, 179-195.
https://doi.org/10.1044/1092-4388(2009/07-0130) |
