Tingley Patricia A, Dore Katherine A, Lopez Anita, Parsons Heather, Campbell Elizabeth, Bird Elizabeth Kay-Raining, Cleave Patricia
Nova Scotia Hearing and Speech Centres, Halifax, NS, USA.
J Psycholinguist Res. 2004 May;33(3):263-87. doi: 10.1023/b:jopr.0000027965.77686.1b.
This 2-year study examined the effects of early second language exposure on phonological awareness skills. Syllable, onset-rime and phoneme awareness skills of 72 anglophone children attending English or French immersion programs in primary and grade 1 were investigated. Three-way mixed ANOVAS revealed the following effects and interactions. In terms of grade effect, grade 1 students performed significantly better than primary students on phoneme and onset-rime tasks. A stimulus language effect was observed for the three levels of phonological awareness. All children performed better on English tasks than on French ones. Interaction effects of stimulus language by program were revealed for phoneme as well as syllable tasks. Posthoc analyses revealed that French students performed better on English phoneme and syllable tasks than on French, while English students performed better than French immersion students on French syllable tasks. Correlational analyses revealed significant relationships between reading and phoneme and onset-rime phonological awareness tasks regardless of program of instruction (English, French immersion) or language of reading test (English, French). Syllable awareness was only significantly correlated with the French non-word reading task for the French immersion students.
这项为期两年的研究考察了早期接触第二语言对语音意识技能的影响。对72名在小学一年级参加英语或法语沉浸式课程的英语母语儿童的音节、首音-韵脚和音素意识技能进行了调查。三因素混合方差分析揭示了以下效应和交互作用。在年级效应方面，一年级学生在音素和首音-韵脚任务上的表现明显优于小学生。在语音意识的三个水平上都观察到了刺激语言效应。所有儿童在英语任务上的表现都优于法语任务。在音素和音节任务上都揭示了刺激语言与课程的交互作用。事后分析表明，法语学生在英语音素和音节任务上的表现优于法语任务，而英语学生在法语音节任务上的表现优于法语沉浸式学生。相关性分析表明，无论教学课程（英语、法语沉浸式）或阅读测试语言（英语、法语）如何，阅读与音素和首音-韵脚语音意识任务之间都存在显著关系。对于法语沉浸式学生，音节意识仅与法语非单词阅读任务显著相关。
