• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The morphological and morphophonemic awareness of college-preparation ESL learners: An integrated study.
【24h】

The morphological and morphophonemic awareness of college-preparation ESL learners: An integrated study.

机译：大学预科英语学习者的形态意识和音素意识：一项综合研究。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The limited research on the morphological and morphophonemic awareness of learners of English as a Second Language has emphasized their problems with Latinate derivatives as purely phonological problems and focused on derivatives as isolated items in the learners' lexica.;My empirical study investigated the morphological and morphophonemic awareness of 32 Grade 12 Cantonese-speaking ESL learners and a comparison group of 32 Grade 12 native speakers of English in the Lower Mainland. The participants were enrolled in regular content area programs in preparation for post-secondary education. Both groups completed language background questionnaires and another questionnaire which assessed their awareness of the different associations between morphologically related words. They also completed tests involving Listening, Pronunciation, Word Analysis, and Semantic Rating of Word Pairs. The tests examined the subjects' phonological, morphological, orthographic, and semantic representations of morphologically related words. The fundamental assumption was that these were dimensions of the learners' lexical competence. On the basis of psycholinguistic evidence, subjects were assumed to associate derivatives with their bases in their mental lexica.;The hypotheses investigated in the study were that the following strategies would be predominant in the performance of the ESL subjects, (i) the incorporation of base-word pronunciation in the phonological representations of Latinate derivatives in aural recognition; (ii) the incorporation of base-word pronunciation in the production of Latinate derivatives; (iii) suffix deletion without spelling change in base-word abstraction from derivatives with non-obvious suffixes; and (iv) the incorporation of base-word pronunciation in the perception and production of obvious-suffix Latinate derivatives based on the perceived semantic relatedness between morphologically related words.;The first three hypotheses were confirmed. The fourth hypothesis was not confirmed; the spellings of derivatives were used by ESL subjects more as cues for pronunciation than for decoding meanings. The differences in performance between the two groups in the Listening, Pronunciation, and Word Analysis Tests and part of the Semantic Rating of Word Pairs Test were statistically significant. Error types were discussed and accounted for from a psycholinguistic perspective. The results are to be interpreted as preliminary conclusions due to the restricted test samples used and the small population studied. However, the findings have practical significance and warrant further research.;Current theories regarding English morphophonemics are discussed. Some suggestions for classroom techniques for raising morphological and morphophonemic awareness among learners are made, on the basis of evidence from psycholinguistic research on word access, recognition, retrieval, and association.
机译：对英语作为第二语言的学习者的形态学和形态音素意识的有限研究强调了他们将拉丁语衍生词的问题视为纯粹的语音问题，并集中在学习者词汇中作为衍生项的衍生词。对低陆平原地区的32位12年级说广东话的ESL学习者和32位以英语为母语的比较者进行了比较。参加者参加了常规的内容领域计划，为专上教育做准备。两组都完成了语言背景调查表和另一份调查表，以评估他们对形态相关词之间不同关联的认识。他们还完成了涉及听力，发音，单词分析和单词对语义评级的测试。这些测试检查了对象对形态相关单词的语音，形态，正字和语义表示。基本假设是，这些是学习者词汇能力的维度。根据心理语言学的证据，假定受试者将衍生词与其心理词汇库中的基础联系起来;本研究调查的假设是，以下策略将在ESL受试者的表现中占主导地位，（i）在听觉识别中的拉丁语衍生物的语音表示中的基字发音； （ii）在拉丁语衍生词的生产中加入基词发音； （iii）从不带明显后缀的派生词中删除后缀而不对基本词抽象进行拼写更改； （iv）根据词素相关词之间的语义关联性，将基词发音纳入明显后缀拉丁语衍生词的感知和产生中。确认了前三个假设。第四个假设没有得到证实； ESL科目将衍生词的拼写更多地用作发音的提示，而非解码含义。两组在听力，发音和单词分析测试中的表现差异以及部分单词对测试的语义等级差异在统计学上是显着的。从心理语言的角度讨论并解释了错误类型。由于使用的测试样品有限且研究的人群较少，因此结果应解释为初步结论。然而，这些发现具有实际意义，值得进一步研究。讨论了当前有关英语形态音素学的理论。在关于单词访问，识别，检索和联想的心理语言研究的证据的基础上，提出了一些关于提高学生的形态和形态音素意识的课堂技巧的建议。

著录项

  • 作者

    Lee, Siok Hua.;

  • 作者单位

    Simon Fraser University (Canada).;

  • 授予单位 Simon Fraser University (Canada).;
  • 学科 Education Language and Literature.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 246 p.
  • 总页数 246
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 能源与动力工程;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号