Chung Wei-Lun, Jarmulowicz Linda
Department of Applied Chinese Language and Culture, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Da'an Dist., Taipei City, 10610, Taiwan.
School of Communication Sciences and Disorders and Institute for Intelligent Systems, University of Memphis, 4055 North Park Loop, Memphis, TN, 38152, USA.
J Psycholinguist Res. 2017 Aug;46(4):997-1017. doi: 10.1007/s10936-017-9475-1.
For monolingual English-speaking children, judgment and production of stress in derived words, including words with phonologically neutral (e.g., -ness) and non-neutral suffixes (e.g., -ity), is important to both academic vocabulary growth and to word reading. For Mandarin-speaking adult English learners (AELs) the challenge of learning the English stress system might be complicated by cross-linguistic differences in prosodic function and features. As Mandarin-speakers become more proficient in English, patterns similar to those seen in monolingual children could emerge in which awareness and use of stress and suffix cues benefit word reading. A correlational design was used to examine the contributions of English stress in derivation with neutral and non-neutral suffixes to English word and nonword reading. Stress judgment in non-neutral derivation predicted word reading after controlling for working memory and English vocabulary; whereas stress production in neutral derivation contributed to word reading and pseudoword decoding, independent of working memory and English vocabulary. Although AELs could use stress and suffix cues for word reading, AELs were different from native English speakers in awareness of non-neutral suffix cues conditioning lexical stress placement. AELs may need to rely on lexical storage of primary stress in derivations with non-neutral suffixes.
对于只说英语的单语儿童来说，派生单词中重音的判断和生成，包括带有语音中性后缀（如-ness）和非中性后缀（如-ity）的单词，对学术词汇增长和单词阅读都很重要。对于说普通话的成年英语学习者（AELs）来说，学习英语重音系统的挑战可能会因韵律功能和特征的跨语言差异而变得复杂。随着说普通话的人英语水平提高，可能会出现与单语儿童中所见模式相似的情况，即对重音和后缀线索的意识及运用有助于单词阅读。采用相关设计来检验英语中带有中性和非中性后缀的派生重音对英语单词和非单词阅读的贡献。在控制工作记忆和英语词汇后，非中性派生中的重音判断可预测单词阅读；而中性派生中的重音生成对单词阅读和假词解码有贡献，且独立于工作记忆和英语词汇。尽管成年英语学习者可以利用重音和后缀线索进行单词阅读，但在对调节词汇重音位置的非中性后缀线索的意识方面，成年英语学习者与以英语为母语者不同。成年英语学习者可能需要依赖带有非中性后缀的派生中主重音的词汇存储。
