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A systematic study of invented spelling and developing orthographic concepts in Japanese for restructuring literacy education

系统研究日语中的发明拼写和发展正字法概念以重构识字教育

基本信息

批准号：
18530682
负责人：
TSUKADA Yasuhiko
金额：
$ 0.82万
依托单位：
University of Tsukuba
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2006
资助国家：
日本
起止时间：
2006 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18530682/
关键词：
educational studies linguistics orthography literacy language development

项目摘要

This study examines the developmental stages of spelling ability focusing on the learning process of the Japanese orthographic system for native speakers of Japanese. After first providing a basic explanation of the Japanese orthographic system, issues regarding the acquisition of Japanese spelling are discussed.Next, in order to clarify the acquisition of writing skills in the introductory stage of Japanese spelling, data from prior case studies and this investigation are examined. From these results, a new proposal for developmental stages of orthographic concepts is suggested. This study also examines strategies of invented spelling and the relationship between developmental stages and learning ages. Children had learned a considerable amount of hiragana spelling before entering first grade, and by the end of first grade had reached the point where they were mostly able to write phrases in both hiragana and katakana.The developmental stages were as follows: Stage 1: Hiragana spelling not yet acquired Stage 2: Hiragana spelling acquisition (unvoiced, voiced, semi-voiced) Stage 3: Hiragana spelling acquisition (special syllable markers) Stage 4: Katakana spelling acquisition (unvoiced, voiced, semi-voiced) Stage 5: Katakana spelling acquisition (special syllable markers) Stage 6: Combined usage of hiragana and katakana acquisition Stage 7: Kanji spelling not yet acquisition (includes kanji learning stages).The following results were obtained: 1) The 7 stages were accepted with some evidences. 2) Some differences between the schools were fined. 3) The productive and non-productive phases of invented spelling in Japanese were examined with the point of view of educational implication.

本研究考察了拼写能力的发展阶段，重点关注以日语为母语的人的日语拼写系统的学习过程。首先对日语拼写系统进行基本说明，然后讨论有关日语拼写习得的问题。接下来，为了澄清日语拼写入门阶段的书写技能习得，对先前案例研究和本次调查的数据进行了检查。根据这些结果，提出了关于拼字概念发展阶段的新建议。这项研究还探讨了发明拼写的策略以及发展阶段和学习年龄之间的关系。孩子们在进入一年级之前已经学习了大量的平假名拼写，到一年级结束时，他们基本上已经能够用平假名和片假名写出短语。发展阶段如下：第一阶段：平假名拼写尚未获得第二阶段：平假名拼写获得（清音、浊音、半浊音）第三阶段：平假名拼写获得（特殊音节标记）第 4 阶段：片假名拼写习得（清音、浊音、半浊音）第 5 阶段：片假名拼写习得（特殊音节标记）第 6 阶段：平假名和片假名习得的结合使用第 7 阶段：汉字拼写尚未习得（包括汉字学习阶段）。获得以下结果： 1) 7 个阶段被一些人接受证据。 2）学校之间的罚款有些差异。 3)从教育意义的角度考察了日语发明拼写的生产性阶段和非生产性阶段。