語(yǔ)素意識(shí)是對(duì)單詞內(nèi)在的語(yǔ)素結(jié)構(gòu)有意識(shí)的感知以及操縱能力,是指能通達(dá)到詞義的關(guān)于詞的內(nèi)在語(yǔ)素結(jié)構(gòu)的意識(shí)（McBride-Chang et al.,2005）。國(guó)外已有不少研究發(fā)現(xiàn)語(yǔ)素意識(shí)不僅在提高英語(yǔ)學(xué)習(xí)者詞匯發(fā)展上具有重要作用,它對(duì)英語(yǔ)學(xué)習(xí)者的閱讀理解能力也發(fā)揮著積極的影響。不僅如此,語(yǔ)素意識(shí)對(duì)英語(yǔ)學(xué)習(xí)者的閱讀理解能力具有貢獻(xiàn)作用。然而,大多數(shù)學(xué)者對(duì)于這兩者之間的關(guān)系研究是以低齡英語(yǔ)本族語(yǔ)者為研究對(duì)象,國(guó)內(nèi)對(duì)于語(yǔ)素意識(shí)和母語(yǔ)為漢語(yǔ)的英語(yǔ)學(xué)習(xí)者的閱讀理解能力之間的關(guān)系研究則少之又少。因此,作為把英語(yǔ)作為二語(yǔ)的學(xué)習(xí)者來(lái)說(shuō),研究英語(yǔ)語(yǔ)素意識(shí)對(duì)其閱讀理解能力的影響具有重要意義。本研究旨在探究高中階段英語(yǔ)學(xué)習(xí)者的英語(yǔ)語(yǔ)素意識(shí)在英語(yǔ)學(xué)習(xí)過(guò)程中的發(fā)展情況,并著眼于英語(yǔ)語(yǔ)素意識(shí)與其英語(yǔ)閱讀理解能力的關(guān)系探究。以下問(wèn)題將得到處理:（1）高中生英語(yǔ)語(yǔ)素意識(shí)的整體情況;（2）高中生英語(yǔ)語(yǔ)素意識(shí)和其閱讀理解能力之間的相關(guān)性;（3）在控制了詞匯量和聽(tīng)力理解的影響后,語(yǔ)素意識(shí)對(duì)高中生閱讀理解的貢獻(xiàn)作用。為探明這三個(gè)問(wèn)題,本研究于2019至2020學(xué)年秋季學(xué)期,對(duì)江西省上饒市一中高二的105名學(xué)生進(jìn)行了相關(guān)測(cè)試。實(shí)... 

【文章來(lái)源】：江西師范大學(xué)江西省

【文章頁(yè)數(shù)】：76 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definition of Morphological Awareness
    2.2 Classification of Morphological Awareness
    2.3 Development of English Morphological Awareness
        2.3.1 Development of Morphological Awareness in English in Monolingual Learners
        2.3.2 Development of Morphological Awareness in English in Second-Language Learners
    2.4 Studies on the Relationship between English Morphological Awareness and Reading Comprehension Ability
        2.4.1 Studies on the Relationship between English Morphological Awareness and Reading Comprehension Ability in Monolingual Learners
        2.4.2 Studies on the Relationship between English Morphological Awareness and Reading Comprehension Ability in Second Language Learners
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Morphological Awareness Test
        3.3.2 Vocabulary Size Test
        3.3.3 Listening Comprehension Test
        3.3.4 Reading Comprehension Test
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Descriptive Statistics of the Variables
    4.2 Correlation between English Morphological Awareness and Reading Comprehension Ability
    4.3 Contribution of Morphological Awareness to Reading Comprehension Ability
        4.3.1 Contribution of Derivational Morphological Awareness to English Reading Comprehension Ability
        4.3.2 Contribution of Compound Morphological Awareness to English Reading Comprehension Ability
        4.3.3 Independent Contribution of Morphological Awareness to Reading Comprehension Ability
Chapter Five Conclusions
    5.1 Summary of Main Findings
    5.2 Implications of the Study
    5.3 Limitations and Suggestions of the Study
Bibliography
Appendix Ⅰ Derivational Morphological Awareness Test
Appendix Ⅱ Compound Morphological Awareness Test
Appendix Ⅲ Vocabulary Size Test
Appendix Ⅳ Listening Comprehension Test
Appendix Ⅴ Reading Comprehension Test
Acknowledgements


【參考文獻(xiàn)】：
碩士論文
[1]英語(yǔ)語(yǔ)素意識(shí)對(duì)英語(yǔ)專(zhuān)業(yè)大學(xué)生閱讀能力的貢獻(xiàn)研究[D]. 徐真真.江西師范大學(xué) 2015



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