Ganschow L, Sparks R
Department of Educational Psychology, Miami University, Oxford, OH 45056.
J Learn Disabil. 1995 Feb;28(2):107-20. doi: 10.1177/002221949502800205.
This study examined the effect of an academic year of direct instruction in the phonology/orthography of Spanish on the native-language skills and foreign-language aptitude of high school women identified as at risk (n = 14) and not at risk (n = 19) for experiencing problems with learning a foreign language. At-risk students received a specialized teaching approach; not-at-risk students received traditional foreign-language instruction. Pre- and posttest results showed that both groups improved significantly on a foreign-language aptitude test, and the at-risk group made significant gains on native-language phonology/orthography measures. Pretest comparisons showed significant between-group differences on several phonological/orthographic measures and the foreign-language aptitude test. Posttest comparisons showed that the not-at-risk subjects still scored significantly higher than at-risk subjects on the foreign-language aptitude measure; no differences were noted on two native-language phonological/orthographic measures. Pre- and posttest comparisons between groups showed that the at-risk group made significantly greater gains than the not-at-risk group on phonological/orthographic measures. Implications for instruction are presented.
本研究考察了一学年针对西班牙语语音/正字法的直接教学，对被认定为有（n = 14）和没有（n = 19）外语学习困难风险的高中女生的母语技能和外语学习能力的影响。有风险的学生接受了专门的教学方法；无风险的学生接受传统的外语教学。前测和后测结果表明，两组在外语学习能力测试中均有显著提高，且有风险组在母语语音/正字法测试中取得了显著进步。前测比较显示，在几项语音/正字法测试和外语学习能力测试中，两组之间存在显著差异。后测比较显示，无风险组在外语学习能力测试中的得分仍显著高于有风险组；在两项母语语音/正字法测试中未发现差异。组内前测和后测比较显示，有风险组在语音/正字法测试中的进步显著大于无风险组。文中还阐述了对教学的启示。
