The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults
The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults
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识字能力在词语概念化中的作用：来自卡纳达语儿童和不识字成人的数据
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
P. Karanth
中科院分区：
文献类型：
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作者：
Vijayachandra Ramachandra;P. Karanth
“元语言技能”已经成为衡量个人语言掌握程度的重要指标。元语言技能研究的一些推动力源于对其对读写能力获得的贡献的兴趣。这些研究的核心争论是元语言技能是作为认知发展的产物还是作为识字教学的产物。此外，考虑到在非字母文字中复制的一些研究与早期的字母文字研究不同，人们对跨语言视角的兴趣也在增加。在目前的研究中，在一组学龄前儿童和一组不识字的成年人身上进行了相同的实验，在卡纳达语中，调查他们对书面语言和口头语言之间关系的理解，特别是他们对“词”和“指物”之间关系的理解，以及识字习得对这种关系的影响。总的来说，研究结果支持这样一种观点，即读写能力的习得对个体的词汇概念有重大影响，尽管不能排除认知成熟和读写能力暴露之间的相互作用。
Abstract‘Metalinguistic skill’ has emerged as an important measure of the sophistication of an individual’s mastery of language. Some of the impetus for studies of metalinguistic skills, stemmed from an interest in its contribution to the acquisition of literacy. The central debate in these studies has been the issue of whether metalinguistic skills appear as a product of cognitive development or as a product of literacy instruction. In addition, there is also an increased interest in the cross-linguistic perspectives, given that replication of some of this research in non-alphabetic scripts are at variance with the earlier studies on alphabetic scripts. In the current study, identical experiments were conducted on a group of pre-school children and a group of non-literate adults, in Kannada, to investigate their understanding of the relationship between written language and oral language in particular their understanding of the relationship between the ‘word’ and its ‘referent’ and the effect of literacy acquisition on the same. Overall, the results support the view that acquisition of literacy has a significant influence on an individual’s conception of words, though an interaction between cognitive maturation and literacy exposure cannot be ruled out.