Rate of acquiring and processing L2 color words in relation to L1 phonological awareness
Rate of acquiring and processing L2 color words in relation to L1 phonological awareness
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DOI：
10.1111/j.1540-4781.2008.00685.x
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发表时间：
2008-03-01
影响因子：
4.9
通讯作者：
Hu, Chieh-Fang
中科院分区：
文献类型：
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作者：
Hu, Chieh-Fang
本研究考察了母语(L1)语音意识对新的二语(L2)颜色词学习速度和旧颜色词加工速度的影响。两组37名儿童参加了实验；他们在三年级时测量的第一语言语音意识有所不同。在五年级时，通过多次试验，孩子们学习了穿插着已知颜色词的新的第二语言颜色词。他们还迅速命名了一系列熟悉的L2颜色术语。结果显示，语音意识较低的儿童习得新颜色词的速度比语音意识较高的同龄人慢，准确度也较低。然而，在相同的学习环境下，他们可以与使用旧颜色词的同龄人相媲美。他们命名熟悉的颜色词的速度也较慢，尽管他们的颜色命名准确度与他们的同龄人一样准确，他们的语音意识更敏锐。这些结果表明，较差的母语语音意识减慢了习得新词汇的速度，并对词汇加工效率的后续发展产生了持续的影响。
This study examined the effect of first language (L1) phonological awareness on the rate of learning new second language (L2) color terms and the rate of processing old color terms. Two groups of 37 children participated; they differed on L1 phonological awareness measured at Grade 3. At Grade 5, over multiple trials, the children learned new L2 color terms interspersed with known color terms. They also rapidly named a series of familiar L2 color terms. Results revealed that children with lower phonological awareness acquired new color terms more slowly and less accurately than their peers with higher phonological awareness. In the same learning context, however, they were comparable to their peers with the old color terms. They also were slower in naming familiar color terms though they named the colors as accurately as their peers with more acute phonological awareness. These results suggest that poorer L1 phonological awareness slows the rate of acquiring new L2 words and has a persistent effect on the subsequent development of the efficiency in processing the words.