幼儿英语语音意识的内隐学习研究
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摘要
儿童的第二语言学习是许多研究者和教育者日益关注的问题，而内隐学习是目前教育心理学领域的一个研究热点。本研究把以上的两种问题结合了起来，主要采用准实验的研究方法，并用录像观察、访谈等定性研究方法做补充，以幼儿园小、中和大班的3-6岁儿童为研究被试，通过英语动画片这种学习媒体，以英语语音意识的测验结果为着眼点，来考察不同年龄阶段的儿童在不同类型的动画片素材及不同的学习方式下的发展特点、内隐学习效果和影响因素，还考察了不同的汉语语音意识水平的儿童在英语语音意识各个指标上的内隐学习效果，并描述了儿童在观看英语动画片时的情绪表现和行为特点以及儿童对这两种动画片类型的喜爱程度。研究得出以下结论：
1．儿童在观看动画片中英语语音意识内隐学习效果存在。年级之间差异明显；并且在各个指标上，男生和女生之间没有什么差异。
2．在动画片类型对儿童语音意识内隐学习效果的影响上，对于大中班儿童来说，Disney的观看内隐效果要好于go-go的观看内隐效果；而对于小班儿童来讲，这两种动画片类型的观看效果没有差异。
3．研究表明，儿童先前的英语经验对儿童从动画片中培养英语语音意识有一定的影响作用。
4．汉语语音意识水平程度对英语总的语音意识和各个指标有一定的影响作用，但作用不大。除了在音素省略这一指标和英语总的语音意识上，汉语语音意识高水平组与低水平组儿童的成绩差异显著，其它指标上，两者之间均不显著，内隐学习效果也没有差异。
5．不同学习方式除了对音素省略这一指标有显著性影响之外，对其它指标和总的英语语音意识的差异均不显著。而且两种方式在英语语音意识上的内隐学习效果差异不明显。两种学习方式下的大班儿童的成绩差异不显著，但都已具有了英语语音意识，并产生了内隐学习效果；而两种学习方式下的小班儿童仅在音素省略上有显著差异，并且都没有产生内隐学习效果。
6．儿童在观看动画片中，注意力比较集中，但主动跟读的程度不高。
The second language learning of child is the issue to which many researchers and educators pay close attention, and implicit learning is one of the study hotspots in the field of educational psychology. These two issues are combined logically in this research. The research mainly employs quasi-experiment study method with the necessary qualitative study method, including kinescope observation and interview. The subjects are the children aged 3-6 from the high class, middle class and low class of the kindergarten. The learning ways that the research designed is to watch English cartoon. Basing on the subjects' test scores on English phonological awareness, the research aims to probe the developmental characteristic of child in different age stages by watching different cartoon material and by learning in different modes, the implicit learning effect and it's impacting factors, as well as the implicit learning effect of child with different Chinese phonological awareness in different indicator of English phono
logical awareness, and to describe the child's emotion manifestation and behavior characteristic while watching English cartoon, as well as the degree of child's interests in the two cartoon styles.
The conclusions of the research are as follows:
1. There is the implicit learning effect on English phonological awareness when child watches English cartoon. The differences are significant among three grades, but the differences are insignificant between male and female in all indicators.
2. Viewing the impact of cartoon style on the implicit learning effect, Disney' implicit learning effect is better than go-go's implicit learning effect for the child of the high class, but the differences are insignificant for the low class.
3. The child's previous English experience impacts its English phonological awareness acquired by watching English cartoon.
4. Chinese phonological awareness level impacts the whole English phonological awareness and its indicators slightly. The differences are significant between the high level group and the low level group on the indicators of phoneme omit and the whole phonological awareness; the differences are insignificant on the other indicators. The differences of the implicit learning effect are insignificant.
5. The different learning modes impact phoneme omit significantly. But the differences of
the two modes on the implicit learning effect of English phonological awareness are insignificant. For the child of high class under the two learning modes, differences are insignificant, but there are English phonological awareness and implicit learning effect; however, for the child of low class under the two learning modes, differences are significant on phoneme omit, there are not implicit learning effect. 6. Child can pay attention to cartoon while watching, but rarely follows to read actively.
1．儿童在观看动画片中英语语音意识内隐学习效果存在。年级之间差异明显；并且在各个指标上，男生和女生之间没有什么差异。
2．在动画片类型对儿童语音意识内隐学习效果的影响上，对于大中班儿童来说，Disney的观看内隐效果要好于go-go的观看内隐效果；而对于小班儿童来讲，这两种动画片类型的观看效果没有差异。
3．研究表明，儿童先前的英语经验对儿童从动画片中培养英语语音意识有一定的影响作用。
4．汉语语音意识水平程度对英语总的语音意识和各个指标有一定的影响作用，但作用不大。除了在音素省略这一指标和英语总的语音意识上，汉语语音意识高水平组与低水平组儿童的成绩差异显著，其它指标上，两者之间均不显著，内隐学习效果也没有差异。
5．不同学习方式除了对音素省略这一指标有显著性影响之外，对其它指标和总的英语语音意识的差异均不显著。而且两种方式在英语语音意识上的内隐学习效果差异不明显。两种学习方式下的大班儿童的成绩差异不显著，但都已具有了英语语音意识，并产生了内隐学习效果；而两种学习方式下的小班儿童仅在音素省略上有显著差异，并且都没有产生内隐学习效果。
6．儿童在观看动画片中，注意力比较集中，但主动跟读的程度不高。
The second language learning of child is the issue to which many researchers and educators pay close attention, and implicit learning is one of the study hotspots in the field of educational psychology. These two issues are combined logically in this research. The research mainly employs quasi-experiment study method with the necessary qualitative study method, including kinescope observation and interview. The subjects are the children aged 3-6 from the high class, middle class and low class of the kindergarten. The learning ways that the research designed is to watch English cartoon. Basing on the subjects' test scores on English phonological awareness, the research aims to probe the developmental characteristic of child in different age stages by watching different cartoon material and by learning in different modes, the implicit learning effect and it's impacting factors, as well as the implicit learning effect of child with different Chinese phonological awareness in different indicator of English phono
logical awareness, and to describe the child's emotion manifestation and behavior characteristic while watching English cartoon, as well as the degree of child's interests in the two cartoon styles.
The conclusions of the research are as follows:
1. There is the implicit learning effect on English phonological awareness when child watches English cartoon. The differences are significant among three grades, but the differences are insignificant between male and female in all indicators.
2. Viewing the impact of cartoon style on the implicit learning effect, Disney' implicit learning effect is better than go-go's implicit learning effect for the child of the high class, but the differences are insignificant for the low class.
3. The child's previous English experience impacts its English phonological awareness acquired by watching English cartoon.
4. Chinese phonological awareness level impacts the whole English phonological awareness and its indicators slightly. The differences are significant between the high level group and the low level group on the indicators of phoneme omit and the whole phonological awareness; the differences are insignificant on the other indicators. The differences of the implicit learning effect are insignificant.
5. The different learning modes impact phoneme omit significantly. But the differences of
the two modes on the implicit learning effect of English phonological awareness are insignificant. For the child of high class under the two learning modes, differences are insignificant, but there are English phonological awareness and implicit learning effect; however, for the child of low class under the two learning modes, differences are significant on phoneme omit, there are not implicit learning effect. 6. Child can pay attention to cartoon while watching, but rarely follows to read actively.
引文
1 陈华峰．幼儿从电视中学习单词(硕士论文)，北京师范大学心理系，1993年。
2 谢影．学龄前儿童在动画片中伴随学习英语生词的研究(硕士论文)，北京师范大学心理系，2001年。
3 孙燕青．多媒体动画片语境条件下的儿童英语词汇学习研究(硕士论文)，北京师范大学心理系，2001年。
4 徐芬．儿童汉语和英语语音意识的发展特点及其相互关系(博士论文)，浙江大学理学院心理学系，2002年。
5 李哲著．第二语言习得研究．济南：山东大学出版社，2000；22—46
6 郭秀艳，崔光成．内隐学习本质特征的实验研究．心理科学，2002；1：43—46
7 张卫．内隐学习及其特征研究．华东师范大学学报(教育科学版)，2001；1：56—63
8 侯伟康，奏启庚．汉字特征内隐学习的初步实验研究．心理科学，1996；6：351-354
9 杨治良，叶阁蔚．内隐学习“三高”特征的实验研究．心理科学，1993；8：138—144
10 郭秀艳，杨治良．内隐学习的研究历程，心理科学，2002；3：85—90
11 胡琳丽，刘永芳，于广涛．某些应用领域中内隐学习现象研究综述．心理学动态，2000；1：24—28
12 张翔，杨治良．内隐学习与外显学习的比较研究．心理科学，1992；4：11—16
13 樊琪．自然科学概念形成过程中外显与内隐学习的比较．心理科学，2001；6：676—679
14 刘永芳，赵海，李莉．内隐学习研究的现状及其争议．心理学动态，1998；2：16—20
15 丁朝蓬，彭聃龄．汉语儿童英语语音意识与拼写．心理学报，1998；3：248—253
16 李槐，祝华等，性别、幼儿园教育和英语学习对普通话儿童语音习得的影响．心理科学，2000；2：232—234
17 陈宝国，彭聃龄．语言习得的关键期及其对教育的启示．心理发展与教育，2001；1：52—57
18 关玲．5—6岁是第二语言学习的最佳年龄．贵州教育学院学报，1998；2：78—81
19 苏晓军．七十年代以来的二语习得研究述评．山东外语教学，2001；1：62—65
20 沙平．第二语言获得研究的理论流派及模式．福州大学学报，1999；7：57—61
21 张明红编著．学前儿童语言教育．上海：华东师范大学出版社，2001；161—172
22 Tunmer W E, Nesdale A R. Phoemic segmentation skill and beginning reading. Journal of Educational Psychology, 1985, 4:417—427
23 Treiman R. Phonologocal awareness and its role in learning to read and spell. In: Sawyer D J, Fox B J Eds. Phonological awareness in reading(59-190) . NewYork: Springer-Verlag, 1991, 59-190
24 Holm A, Dodd B. The effect of first written language on the acquisition of English literacy. Cognition. 1996, 59:119-147
25 Reber A S. Implicit Learning and Tacit Knowledge. Journal of Experimental Psychology: General, 1989,3: 219-235
26 Theresa Johnstone & David R. Shanks, Abstractionist and Processing Accounts of Implicit Learning. Cognitive Psychology, 2001, 42: 61-112
27 Berry D C, Dienes Z. Implicit And Explicit mental processes Mahwah, NJ: Erlbaura, 1998: 37-56
28 Reber P J, Squire L R. Parallel brain systems for learning with and without awareness. Learning and Memory. 1994,1: 21-229
29 Guss S M, Mackey A. (2000) . Stimulated recall methodology in second language research. London: Lawrence Erlbaum Associates.
30 Krashen S. (1985) . The Input Hypothesis: Issues and implications. NewYork: Longman.
31 Ellis R (1994) . The study of second language acquisition. Oxford University Press.
32 Freeman D L, Long M H (1991) . 第二语言习得研究概况，蒋祖康导读. 2000
33 A.O' Brien-Malone, Maybery M (1998) . Implicit Learning. In Kirsner K, Speelman C, Maybery M, A. O' BrienMalone, Anderson M & Mcleod C(Eds.), Implicit and Explicit Mental Processes. Mahwah, NJ: Lawrence Erlbaum Associates. Pp.37-56
34 Berry D C, Dienes Z(1993) . Implicit learning : Theore tical and Empirical Issues. Hillsdale, NJ: Eribaum. Pp.1-36．
35 Nagy W E, Herman P A, &Anderman R C. Learning words from context. Reading Research Quarterly, 1985, 2: 233-253
36 Livingstone K R, Andrews JK, Hamad S. Categorical perception effects induced by category learning. Journal of Experimental Psychology: Learning , Memory, and Cognition, 1998, 24: 732-753
37 Redington F M, Chater N. Tranfer in artificial grammar learning: Methodological issues and heoretical implications. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1994, 20: 396-410
38 Treiman R. On relationship between phonological awareness and literacy. Cahiiers de phycologic, 1987,7: 524-529
39 Treiman R. Phonological awareness and its roles in learning to read and spell. In Sawyer D J , Fox B J(Eds.). Phonological awareness in reading . New York : Springer-Verlag, 1992: 1-30．
40 Tunmer W E, Mary R. Phonological awareness and reading acquisition. In Sawyer D J, Fox B J(Eds.). Phonological awareness in reading. NewYork: Springer-Verlag, 1991: 1-30．
41 Roul M, Turmer W. Phonetnic segmention skill and beginning reading. Applied psycholinguistics, 1988,9: 335-350．
2 谢影．学龄前儿童在动画片中伴随学习英语生词的研究(硕士论文)，北京师范大学心理系，2001年。
3 孙燕青．多媒体动画片语境条件下的儿童英语词汇学习研究(硕士论文)，北京师范大学心理系，2001年。
4 徐芬．儿童汉语和英语语音意识的发展特点及其相互关系(博士论文)，浙江大学理学院心理学系，2002年。
5 李哲著．第二语言习得研究．济南：山东大学出版社，2000；22—46
6 郭秀艳，崔光成．内隐学习本质特征的实验研究．心理科学，2002；1：43—46
7 张卫．内隐学习及其特征研究．华东师范大学学报(教育科学版)，2001；1：56—63
8 侯伟康，奏启庚．汉字特征内隐学习的初步实验研究．心理科学，1996；6：351-354
9 杨治良，叶阁蔚．内隐学习“三高”特征的实验研究．心理科学，1993；8：138—144
10 郭秀艳，杨治良．内隐学习的研究历程，心理科学，2002；3：85—90
11 胡琳丽，刘永芳，于广涛．某些应用领域中内隐学习现象研究综述．心理学动态，2000；1：24—28
12 张翔，杨治良．内隐学习与外显学习的比较研究．心理科学，1992；4：11—16
13 樊琪．自然科学概念形成过程中外显与内隐学习的比较．心理科学，2001；6：676—679
14 刘永芳，赵海，李莉．内隐学习研究的现状及其争议．心理学动态，1998；2：16—20
15 丁朝蓬，彭聃龄．汉语儿童英语语音意识与拼写．心理学报，1998；3：248—253
16 李槐，祝华等，性别、幼儿园教育和英语学习对普通话儿童语音习得的影响．心理科学，2000；2：232—234
17 陈宝国，彭聃龄．语言习得的关键期及其对教育的启示．心理发展与教育，2001；1：52—57
18 关玲．5—6岁是第二语言学习的最佳年龄．贵州教育学院学报，1998；2：78—81
19 苏晓军．七十年代以来的二语习得研究述评．山东外语教学，2001；1：62—65
20 沙平．第二语言获得研究的理论流派及模式．福州大学学报，1999；7：57—61
21 张明红编著．学前儿童语言教育．上海：华东师范大学出版社，2001；161—172
22 Tunmer W E, Nesdale A R. Phoemic segmentation skill and beginning reading. Journal of Educational Psychology, 1985, 4:417—427
23 Treiman R. Phonologocal awareness and its role in learning to read and spell. In: Sawyer D J, Fox B J Eds. Phonological awareness in reading(59-190) . NewYork: Springer-Verlag, 1991, 59-190
24 Holm A, Dodd B. The effect of first written language on the acquisition of English literacy. Cognition. 1996, 59:119-147
25 Reber A S. Implicit Learning and Tacit Knowledge. Journal of Experimental Psychology: General, 1989,3: 219-235
26 Theresa Johnstone & David R. Shanks, Abstractionist and Processing Accounts of Implicit Learning. Cognitive Psychology, 2001, 42: 61-112
27 Berry D C, Dienes Z. Implicit And Explicit mental processes Mahwah, NJ: Erlbaura, 1998: 37-56
28 Reber P J, Squire L R. Parallel brain systems for learning with and without awareness. Learning and Memory. 1994,1: 21-229
29 Guss S M, Mackey A. (2000) . Stimulated recall methodology in second language research. London: Lawrence Erlbaum Associates.
30 Krashen S. (1985) . The Input Hypothesis: Issues and implications. NewYork: Longman.
31 Ellis R (1994) . The study of second language acquisition. Oxford University Press.
32 Freeman D L, Long M H (1991) . 第二语言习得研究概况，蒋祖康导读. 2000
33 A.O' Brien-Malone, Maybery M (1998) . Implicit Learning. In Kirsner K, Speelman C, Maybery M, A. O' BrienMalone, Anderson M & Mcleod C(Eds.), Implicit and Explicit Mental Processes. Mahwah, NJ: Lawrence Erlbaum Associates. Pp.37-56
34 Berry D C, Dienes Z(1993) . Implicit learning : Theore tical and Empirical Issues. Hillsdale, NJ: Eribaum. Pp.1-36．
35 Nagy W E, Herman P A, &Anderman R C. Learning words from context. Reading Research Quarterly, 1985, 2: 233-253
36 Livingstone K R, Andrews JK, Hamad S. Categorical perception effects induced by category learning. Journal of Experimental Psychology: Learning , Memory, and Cognition, 1998, 24: 732-753
37 Redington F M, Chater N. Tranfer in artificial grammar learning: Methodological issues and heoretical implications. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1994, 20: 396-410
38 Treiman R. On relationship between phonological awareness and literacy. Cahiiers de phycologic, 1987,7: 524-529
39 Treiman R. Phonological awareness and its roles in learning to read and spell. In Sawyer D J , Fox B J(Eds.). Phonological awareness in reading . New York : Springer-Verlag, 1992: 1-30．
40 Tunmer W E, Mary R. Phonological awareness and reading acquisition. In Sawyer D J, Fox B J(Eds.). Phonological awareness in reading. NewYork: Springer-Verlag, 1991: 1-30．
41 Roul M, Turmer W. Phonetnic segmention skill and beginning reading. Applied psycholinguistics, 1988,9: 335-350．