1) phonological awareness
语音意识
1.
The Interrelations Among Preschooler s Phonological Awareness, Letter Knowledge and Oral Vocabulary;
学前儿童英语语音意识、字母知识及口语词汇之间关系的研究
2.
Other findings suggest that, although there are strong links between children抯 phonological awareness, phonetic awareness, verbal working memory, respectively, and their reading ability, the nature of these different links may be differe.
在汉语阅读过程中,语音成分的介入已经得到了研究的普遍支持,但是在语音技能与阅读能力间的关系方面,虽然语音加工技能的不同成分(语音意识、声旁意识及言语工作记忆)与儿童阅读能力发展间都存在着一定的联系,但这些语音技能在汉语儿童阅读能力发展中所起作用的具体机制及介入程度还需进一步的研究论证。
3.
This study examined the relation between English and Chinese oral vocabulary and English phonological awareness in 120 Mandarin-speaking children.
以120名母语为汉语的四、五年级小学儿童为被试,探讨英语和母语口语词汇知识与英语语音意识的关系。
2) Chinese phonological awareness
汉语语音意识
1.
Through an experiment the present study investigats the relationship between Chinese phonological awareness and English proficiency of listening and speaking of Chinese adult ESL learners.
实验任务为汉语语音意识测量和英语假词快速朗读。
2.
In terms of Chinese phonological awareness,prior to rhyme awareness,onset awareness,and tone awareness,syllable awareness emerged initially among 3-year-old children and developed rapidly from 3-to 4-year-olds.
本研究选取3~5岁儿童为被试,从语音单位和操作水平两个维度研究幼儿期汉语语音意识和英语语音意识的发展。
3.
Through an experiment the present study investigated the relationship between Chinese phonological awareness and English proficiency of listening and speaking of Chinese adult ESL learners.
实验任务为汉语语音意识测量和英语假词快速朗读。
3) English phonological awareness
英语语音意识
1.
A sample of 3～5-year-old children was included in the present study to examine the development of the Chinese and English phonological awareness of Chinese young children,with the dimension of phonological units and manipulation levels considered in the tasks.
本研究选取3~5岁儿童为被试,从语音单位和操作水平两个维度研究幼儿期汉语语音意识和英语语音意识的发展。
2.
For children in China who study English as a foreign language,singing nursery rhymes,reading rhymed English books,playing phoneme games and other activities will be conducive to the improvement of children\'s English phonological awareness.
提升英语语音意识能力的基本训练程序主要有基于建立音形联系、音素分解和合成理念之上的五步训练法,以及计算机辅助的视听训练。
3.
The results were as follows:(1) English phonological awareness and rapid naming speed had an important influence on English vocabulary reading skills;(2) proficiency in Chinese pinyin indirectly influenced the reading skills through English phonological awareness;(3) letter-sound knowledge directly influenced the reading skills,and English phonological awareness indirectly influenced it.
结果表明:(1)英语语音意识和快速命名能力对单词朗读技能具有重要影响;(2)汉语拼音水平可以通过英语语音意识对单词朗读技能产生间接影响;(3)字母发音知识对单词朗读技能具有直接影响,也可以通过英语语音意识对单词朗读技能产生间接影响。
4) homophone awareness
同音语素意识
1.
Basically, morphological awareness in Chinese consists of three facets: homophone awareness, homograph awareness and radical awareness.
本研究采用“找出不同的语素”、“根据语素组词”两种语素意识实验任务,以及短文理解的阅读任务,采取纸笔测验的方式,测量了中高级留学生的汉语同音语素意识和同形语素意识及其阅读能力。
5) Chinese and English phonological awareness
汉语和英语语音意识
1.
The Study examined how Pinyin learning affects the development of Chinese and English phonological awareness while children are in the kindergarten.
研究考察了拼音学习对幼儿汉语和英语语音意识发展的影响。
6) phonemic awareness
音素意识
1.
It was found that both the integration of phonemic transcription knowledge,phonemic segmentation,blending,deletion and substitution,and the integration of phonemic transcription knowledge,phonemic segmentation and blending training,could enhance phonemic awareness,quasi-reading and reading skills for English in grade-.
采用前-后测对照组的准实验设计,通过小学二年级的两个干预组与小学三年级的一个对照组之间的比较研究,结果表明:音标知识、音素分解、合成、删除与替换技能相整合的训练方案,以及音标知识、音素分解与合成技能相整合的训练方案,都有利于提高小学二年级学生的英语音素意识、准朗读和朗读技能;不过,训练内容相对多的前者,并没有显著地优于训练内容相对少的后者。
补充资料：耳语音
耳语音
参见"听觉语音"。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条