在第二语言的正写知识词汇知识: 检查调解的形态意识的调解
Xing Zhang1, Haiming Xu1, Haomin Zhang2
1School of English Studies, Shanghai International Studies University, Shanghai 201620, China.
Journal of experimental child psychology
|April 24, 2025
概括
拼写知识直接和间接地影响中国学习者的第二语言英语词汇. 词汇拼写知识显示出更强烈的间接效应,而词汇拼写知识则具有更显著的直接效应.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 语言学的语言学.
背景情况:
- 在第二语言 (L2) 英语学习者中,正写知识和词汇获取之间的关系需要进一步澄清.
- 了解这些联系对于开发有效的L2阅读指令至关重要.
研究的目的:
- 调查中国学习英语外语 (EFL) 的人对拼写知识和词汇知识方面之间的并发关系.
- 检查形态意识在拼写知识和词汇关系中的调解作用.
主要方法:
- 使用结构方程建模,对241名八年级中国EFL学习者的样本进行了研究.
- 参与者完成了语音意识,词汇和副词汇拼写知识,形态意识 (识别和歧视) 和词汇知识的评估.
主要成果:
- 拼写知识与L2英语词汇知识有显著的关联,无论是通过形态意识直接还是间接地.
- 词汇拼写知识对词汇有更强烈的间接影响,而词汇拼写知识对词汇有更明显的直接影响.
- 在分析中对声学意识进行了控制.
结论:
- 拼写知识在中国EFL学习者的L2词汇发展中起着多方面的作用.
- 形态意识在这种关系中起到重要的调解作用.
- 这些发现有助于L2阅读发展理论,并为教学英语词汇的教学方法提供信息.
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