在高和低成绩的中国L2学习者中,域一般和域特定的认知概况
Qing Xiao1, Yue Shi2, Dazhi Cheng2
1Department of Language Teaching and Research, Beijing Chinese Language and Culture College, Beijing, China.
Frontiers in psychology
|October 27, 2025
概括
低成绩的中国L2学习者在语音处理和形态意识方面扎. 提高这些认知技能可能会提高这些学生的学习成果.
科学领域:
- 认知心理学 认知心理学
- 获得第二语言的学习.
- 语言学的语言学.
背景情况:
- 一般的认知能力和特定领域的技能对于学习中文作为第二语言 (L2) 至关重要.
- 然而,高和低成绩的中国L2学习者之间的特定认知差异尚未得到充分理解.
研究的目的:
- 调查高和低成绩的中国L2学习者的领域一般和领域特定的认知概况.
- 识别特定的认知能力,使学习者在汉语L2学习中具有不同程度的成功.
主要方法:
- 64名来自东南亚的中国L2学习者被分为高成绩和低成绩组.
- 评估的认知功能包括工作记忆,注意力和语音处理.
- 评估的特定领域技能是形态意识,包括非词识别和同声判断.
主要成果:
- 低成绩的中文L2学习者在语音处理任务中表现较差,例如口头工作记忆和音调匹配.
- 这些学习者在形态意识任务中也表现不佳,包括非单词识别和同声判断.
- 在两组之间观察到口头工作记忆,音调匹配,非单词识别和同声判断的显著差异.
结论:
- 语音处理和形态意识是成功学习中文L2的关键认知技能.
- 针对语音处理和形态意识缺陷的干预措施可以改善低成绩的中国L2学习者的学习成果.
- 这些发现凸显了在L2教育中对一般和特定认知能力的双重重点的重要性.
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