近幾十年來(lái),越來(lái)越多的二語(yǔ)閱讀研究表明,二語(yǔ)語(yǔ)素意識(shí)在雙語(yǔ)兒童的二語(yǔ)單詞認(rèn)讀中起著至關(guān)重要的作用。此外,從一語(yǔ)語(yǔ)素意識(shí)到二語(yǔ)單詞認(rèn)讀的跨語(yǔ)言遷移已經(jīng)在大量研究中得到證實(shí),這些研究中的一語(yǔ)和二語(yǔ)都是字母語(yǔ)言,如西班牙語(yǔ)和英語(yǔ)。對(duì)于像漢語(yǔ)這樣的非字母語(yǔ)言的語(yǔ)素,它與英語(yǔ)語(yǔ)素有很大不同,而關(guān)于漢語(yǔ)語(yǔ)素與英語(yǔ)閱讀能力之間的關(guān)系知之甚少。大量二語(yǔ)閱讀研究主要關(guān)注幼兒園或一至三年級(jí)兒童的英語(yǔ)單詞閱讀,很少有研究關(guān)注句子或篇章閱讀理解,且研究對(duì)象是小學(xué)高年級(jí)學(xué)生,他們的語(yǔ)言學(xué)習(xí)背景更為復(fù)雜的。本研究旨在以四年級(jí)漢語(yǔ)兒童的英語(yǔ)閱讀能力為對(duì)象,探討三個(gè)問(wèn)題:第一,英語(yǔ)語(yǔ)素和英語(yǔ)閱讀之間的關(guān)系是什么?第二,漢語(yǔ)語(yǔ)素與英語(yǔ)閱讀的關(guān)系是什么?第三,在四年級(jí)階段,英語(yǔ)語(yǔ)素和漢語(yǔ)語(yǔ)素哪一個(gè)對(duì)漢語(yǔ)兒童的英語(yǔ)閱讀能力影響更大?為了探索這三個(gè)研究問(wèn)題,通過(guò)漢語(yǔ)和英語(yǔ)語(yǔ)素測(cè)試,英語(yǔ)閱讀閱讀測(cè)試,從135名四年級(jí)學(xué)生中選擇出60名在漢語(yǔ)和英語(yǔ)語(yǔ)素以及閱讀能力方面無(wú)差異的中國(guó)小學(xué)四年級(jí)學(xué)生參加本研究的語(yǔ)素訓(xùn)練項(xiàng)目。在這個(gè)訓(xùn)練項(xiàng)目中,他們被分為三組,即接受漢語(yǔ)語(yǔ)素訓(xùn)練的實(shí)驗(yàn)組1（G1）,接受英語(yǔ)語(yǔ)素訓(xùn)練的實(shí)驗(yàn)組2（G2）和不接... 

【文章來(lái)源】：杭州師范大學(xué)浙江省

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Pedagogical Significance
        1.2.2 Theoretical Significance
    1.3 Framework of this Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Definition of Reading Ability
    2.2 Morphological as a universal metalinguistic skill of reading
    2.3 Morphological as language-specific construct:Chinese versus English
    2.4 Studies on the effects of L2 morphological awareness on L2 reading
    2.5 Cross-language transfer of L1 morphological awareness to L2 reading
    2.6 Research Questions
CHAPTER THREE RESEARCH DESIGN
    3.1 Participants
    3.2 Instruments
        3.2.1 Measures for Chinese MA
        3.2.2 Measures for English MA
        3.2.3 English Word Reading Test
        3.2.4 English Reading Comprehension at Sentence and Passage Level
    3.3 Training Program
    3.4 Training Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Results of Pre-test
        4.1.1 Analysis of Reading Test Statistics
        4.1.2 Analysis of MA Test Statistics
    4.2 Results and Discussion of Post-test
        4.2.1 Results of Question One:English MA and English Reading Ability
        4.2.2 Results of Question Two:Chinese MA and English Reading Ability
        4.2.3 Results of Research Question Three:Chinese MA VS English MA
    4.3 Discussion
        4.3.1 Within-language effect of English MA on English Reading Ability
        4.3.2 Cross-language transfer of Chinese MA to English Reading Ability
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Implications
        5.2.1 Theoretical Implications
        5.2.2 Pedagogical Implications
    5.3 Limitations and Suggestions
REFERENCES
APPENDICES
    Appendix1:English Morphological Awareness for Fre-testing and Post-testing
    Appendix2:Chinese Morphological Awareness for Pre-testing and Post-testing
    Appendix3:Word Reading for Pre-testing
    Appendix4:Word Reading for Post-testing
    Appendix5:Pre-testing Paper of English Reading Ability
    Appendix6:Post-testing Paper of English Reading Ability
    Appendix6:Data of Pre-test
    Appendix7:Data of Post-test
    Appendix8:Original Data of Pre-test of Reading among 135 Students
ACKNOWLEGEMENTS



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