East China Normal University.
J Gen Psychol. 2023 Jan-Mar;150(1):120-141. doi: 10.1080/00221309.2021.1922345. Epub 2021 May 14.
This study investigated crosslinguistic phonological awareness and phonological recoding skills in Chinese reading acquisition among early Chinese adolescent students. 76 Chinese children participated in this study and finished a series of reading measurements over 1 year (from Grade 5 to Grade 6). In Grade 5, they were assessed by Chinese phonological awareness (syllable, onset, rhyme, phoneme, and tone awareness), English phonological awareness (syllable, onset, and rime, phoneme awareness) as well as English and Chinese phonological recoding skills. In Grade 6, the students completed the measurement of Chinese lexical inferencing ability. Subsequent hierarchical regression analyses showed that Time 1 (Grade 5) Chinese phonological awareness and recoding skills made a joint intra-lingual contribution to later Chinese lexical inferencing ability. Moreover, English phonological recoding skills had a unique inter-lingual contribution to later Chinese lexical inferencing ability after age, nonverbal intelligence, and English phonological awareness were controlled for. Results expanded the self-teaching hypothesis to account for variations within and across languages over time and underscored the uniqueness of inter-lingual phonological recoding in later orthographic and semantic learning.
本研究考察了早期中国青少年学生在汉语阅读习得过程中的跨语言语音意识和语音转码技能。76 名中国儿童参与了这项研究，他们在 1 年的时间里（从五年级到六年级）完成了一系列阅读测试。在五年级，他们接受了汉语语音意识（音节、声母、韵母、音位和声调意识）、英语语音意识（音节、声母和韵母、音位意识）以及英语和汉语语音转码技能的评估。在六年级，学生完成了汉语词汇推断能力的测试。随后的分层回归分析表明，第一时间（五年级）的汉语语音意识和转码技能对后来的汉语词汇推断能力有共同的内在语言贡献。此外，在控制年龄、非言语智力和英语语音意识后，英语语音转码技能对后来的汉语词汇推断能力有独特的跨语言贡献。研究结果扩展了自我教学假说，以解释随着时间的推移在语言内部和语言之间的变化，并强调了跨语言语音转码在后来的正字法和语义学习中的独特性。
