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与将中文作为第二/外语习得相关的阅读技能：一项元分析。

Reading-Related Skills Associated With Acquisition of Chinese as a Second/Foreign Language: A Meta-Analysis.

作者信息

Chen Xi, Zhao Jingjing

机构信息

Faculty of Education, Shaanxi Normal University, Xi'an, China.

Mental Health Education Center, Chengdu University, Chengdu, China.

出版信息

Front Psychol. 2022 Mar 16;13:783964. doi: 10.3389/fpsyg.2022.783964. eCollection 2022.

DOI:10.3389/fpsyg.2022.783964
PMID:35369154
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8966685/
Abstract

Previous studies have found the effect of cognitive skills (e.g., phonological awareness, morphological awareness, orthographic awareness, and rapid automatized naming) on reading ability, but the role of different reading-related skills in acquisition of Chinese as a second/foreign language (CSL/CFL) remains unexplored. Prior meta-analyses on the relationship between cognitive skills and reading have been conducted primarily in native English-speaking or Mandarin-speaking children. The purpose of the present meta-analysis was to examine the relationship between Chinese reading-related skills and Chinese word reading of CSL/CFL learners. A search of English and Chinese databases yielded 42 effect sizes, comprising 1103 subjects met the criteria for meta-analysis and were included in the final meta-analysis. Results revealed a moderate relationship between phonological awareness ( = 0.41), morphological awareness ( = 0.36), orthographic awareness ( = 0.38), rapid automatized naming ( = -0.32) and Chinese word reading in CSL/CFL learners. In addition, a moderating effect of length of study on the relationship between phonological awareness and Chinese word reading ( = 5.20, = 0.023): phonological awareness and Chinese word reading correlated more strongly for beginning learners than for advanced learners. These results suggest importance of cognitive factors in the acquisition of Chinese word reading as a second language. Results also shed light on the impact of length of study on the influence from phonological awareness to the sensitive period of phonological learning for CSL/CFL learners.

摘要

以往的研究已经发现认知技能（如语音意识、词法意识、正字法意识和快速自动命名）对阅读能力的影响，但不同的阅读相关技能在汉语作为第二语言/外语（CSL/CFL）习得中的作用仍未得到探索。先前关于认知技能与阅读之间关系的元分析主要是在以英语为母语或说普通话的儿童中进行的。本元分析的目的是检验CSL/CFL学习者的汉语阅读相关技能与汉语单词认读之间的关系。对英语和中文数据库的检索产生了42个效应量，包括1103名符合元分析标准并被纳入最终元分析的受试者。结果显示，CSL/CFL学习者的语音意识（r = 0.41）、词法意识（r = 0.36）、正字法意识（r = 0.38）、快速自动命名（r = -0.32）与汉语单词认读之间存在中等程度的关系。此外，学习时长对语音意识与汉语单词认读之间的关系有调节作用（F = 5.20，p = 0.023）：对于初学者，语音意识与汉语单词认读的相关性比对高级学习者更强。这些结果表明认知因素在汉语作为第二语言的单词认读习得中的重要性。结果还揭示了学习时长对CSL/CFL学习者从语音意识到语音学习敏感期的影响。

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