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西班牙语为母语的英语学习者的词汇量、工作记忆和语音意识之间的关系。

Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners.

机构信息

Marquette University, Milwaukee, WI, USA.

出版信息

Am J Speech Lang Pathol. 2012 May;21(2):109-23. doi: 10.1044/1058-0360(2011/10-0063). Epub 2012 Jan 9.

DOI:10.1044/1058-0360(2011/10-0063)
PMID:22230176
Abstract

PURPOSE

The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs).

METHOD

Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses.

RESULTS

Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways.

CONCLUSION

Results support the conclusion that PA instruction and strong vocabulary skills in an individual's L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.

摘要

目的

本研究旨在评估在儿童的母语(西班牙语)中短期呈现语音意识(PA)教学对母语(西班牙语)和第二语言(英语)的增益的影响,并确定在西班牙语为母语的英语学习者(ELLs)中,词汇量、言语工作记忆和 PA 之间是否存在关系。

方法

参与者包括 25 名接受 PA 教学的幼儿园学生和 10 名对照组学生。采用 2 种方式在被试内重复测量多元方差分析(MANOVA)来评估增益。使用非词重复和实验性工作记忆任务来衡量 PA 增益、西班牙语和英语词汇量和记忆之间的关系,使用相关和回归分析进行分析。

结果

结果表明,实验组儿童在两种语言中均有显著且相当的增益,而对照组儿童则没有增益。西班牙语词汇量与两种语言的 PA 增益显著相关,与英语词汇量相比,与英语增益的相关性更强。记忆任务以不同的方式预测每种语言的增益。

结论

结果支持以下结论:PA 教学和个体母语中的强大词汇技能均有益于母语和第二语言中的 PA 发展。结果还表明,在 ELLs 的两种语言中,词汇量、工作记忆的存储和处理成分之间存在动态关系。

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