不同英语认读教法对儿童词汇认读能力的影响

本研究通过三种不同英语认读教法,对早期半浸入式双语教育环境下64名儿童的英、汉两种语言词汇认读能力进行考察。结果表明,不同英语认读教法对双语儿童两种语言的词汇认读产生了不同影响:在字母拼读教学条件下,儿童英语词汇认读水平显著高于音标认读与整词认读条件;在整词认读教学条件下,儿童汉语词汇认读水平显著高于字母拼读与音标认读条件;在传统音标教学条件下,儿童两种语言词汇认读水平均最低,表明音标教学不利于儿童的英语词汇认读能力的提高,而且可能对儿童母语认读水平造成不利影响。

Impact of Different Teaching Approaches on English Word Reading Ability for Children

This study aims to examine the interventional impact of different literacy teaching approaches on word reading ability of Chinese bilingual children in an early partial English immersion program. Sixty-four 6-year-old children were divided into 3 groups. Group one was taught to read English words with priority on grasping alphabets and phonetic symbols. Group two was instructed to learn to read by emphasizing orthographic knowledge. Group three was encouraged to directly memorize how an English word was read. The teaching method of Chinese literacy for the three groups was controlled to be the same. The participants were administered into pre and post tests for a six month intervention. The results indicate that in terns of English reading level, orthographic skill oriented group performed significantly better than the other two groups, for Chinese reading ability, memorizing group turned out to be the best. Theoretical and practical implications were finally discussed.