Dissertation: Alphabetic transfer in English and Spanish

论文：英语和西班牙语的字母转换

• 批准号: 0416810
• 负责人: Cecile McKee
• 金额: $ 1.19万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-06-01 至 2006-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0416810&HistoricalAwards=false
• 关键词: Dissertation; Alphabetic; transfer; English; Spanish

Under the direction of Dr. Cecile McKee, Mr. Patrick Bolger will conduct psycholinguistic research for his dissertation concerning orthographic knowledge. When writing systems share letters, as English and Spanish do, a second language reader might think similar relations hold between graphemes and phonemes in both languages. But these relations are not identical and so may hinder literacy development. This research concerns the transfer of knowledge from one writing system to another. Letter-detection experiments will address these issues with adults and children in English and Spanish. Subjects will see a letter and then decide if it appears in a word. Different primes precede the target words. For example, the E in SPENT is primed by a single grapheme in WRECK, by a digraph in FIELD, and not primed by BLOCK. The key comparison is a vowel represented by one or two letters, a phenomenon that distinguishes Spanish and English orthography. Adult and child subjects include English-speakers learning Spanish and Spanish-speakers learning English, as well as monolingual English-speakers and monolingual Spanish-speakers (in Arizona and Argentina). If digraphs are reading units in English, English monolinguals should show priming effects in the WRECK condition but not in the FIELD condition. Spanish-speakers at lower English proficiency levels should show priming in both conditions in English. As they become more proficient, priming effects in the FIELD condition should disappear. In other words, Spanish-speakers should be insensitive to the difference between a single grapheme and a digraph.This project bears directly on the scientific questions noted above and indirectly on education challenges. Understanding alphabetic transfer is crucial because ever more children start school in this country as second language learners. According to the US Census Bureau (2000), the number of people in Spanish-speaking homes increased 62% from 1990 to 2000. The 2000 Census reports that over 7 million Spanish-speakers speak no English or speak it poorly. Considering all languages, that census found that 12 million people are "linguistically isolated" (i.e., in households where no one over 14 speaks English "very well"). This number is significantly greater than in 1990. This research will inform reading instruction for bilinguals and so benefit minority groups. Further, the investigators will bring the research results to parent, educators, and administrators associated with schools in both Arizona and Argentina.

在Cecile McKee博士的指导下，帕特里克博尔格先生将为他关于正字法知识的论文进行心理语言学研究。当书写系统共享字母时，如英语和西班牙语，第二语言读者可能会认为两种语言中的字形和音素之间存在类似的关系。但这些关系并不完全相同，因此可能会阻碍识字能力的发展。这项研究关注的是知识从一种书写系统到另一种书写系统的转移。字母检测实验将用英语和西班牙语与成人和儿童一起解决这些问题。受试者将看到一个字母，然后决定它是否出现在单词中。不同的启动词出现在目标词之前。例如，在SPENT中的E被WRECK中的单个字素、FIELD中的有向图所引发，而不是被BLOCK所引发。关键的比较是由一个或两个字母表示的元音，这是区分西班牙语和英语正字法的一种现象。成人和儿童科目包括英语为母语者学习西班牙语和西班牙语为母语者学习英语，以及单语英语为母语者和单语西班牙语为母语者（在亚利桑那州和阿根廷）。如果英语中的二合字母是阅读单位，那么英语单语者在WRECK条件下应该表现出启动效应，而在FIELD条件下则没有。英语水平较低的西班牙语使用者在这两种情况下都应该表现出启动效应。当他们变得更熟练时，场条件下的启动效应应该消失。换句话说，讲西班牙语的人应该对单个字素和有向字之间的区别不敏感。这个项目直接关系到上面提到的科学问题，间接关系到教育挑战。理解字母迁移是至关重要的，因为越来越多的孩子在这个国家开始上学作为第二语言学习者。根据美国人口普查局（2000年）的数据，从1990年到2000年，西班牙语家庭的人数增加了62%。2000年人口普查报告称，超过700万讲西班牙语的人不会说英语或英语说得很差。考虑到所有语言，人口普查发现有1200万人“语言孤立”（即，在14岁以上的家庭中，没有人说英语“很好”）。这一数字大大高于1990年。这项研究将为双语者的阅读教学提供信息，从而使少数群体受益。此外，研究人员将把研究结果带给亚利桑那州和阿根廷的家长、教育工作者和学校管理人员。