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新书目
// Chinese teaching in the world. shijie hanyu jioxue . 2016, No.3. 哈尔滨师范大学国际教育学院 上海师范大学对外汉语学院355 p <正>《汉语作为第二语言的词汇习得研究》,邢红兵著,北京大学出版社,2016年3月。《词汇学理论与应用》,《词汇学理论与应用》编委会编,商务印书馆,2016年3月。《对外汉语教育的拓荒者——何景贤传》,山民著,人民出版社,2016年1月。《百年中国语言学思想史》,薄守生、赖慧玲著,中国社会科学出版社,2016年1月。《戴庆厦文集》(第六卷),戴庆厦著,中国社会科学出版社,2015年12月。
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汉语普通话儿童英语词汇阅读的影响因素 : Factors associated with English word reading in Mandarin-speaking school children / 姜玉珍, 谢为伊, 孟祥芝.
// Foreign language teaching and research. 2015, Vol. 47, No.3.
// 外语教学与研究 2015, 第47卷.第1期 2015.405-416+481 p. gpygyg yjg The present study aimed to investigate the factors associated with English word reading in Mandarin-speaking children by administering an English word reading test,aphonological awareness test,the Woodcock word attack and basic cognitive tests in seventy-six fourth and fifth graders.Results showed that the development of English word reading abilities was constrained by knowledge from both linguistic level and general cognitive skills,the former including phonological awareness and grapheme-phoneme conversion awareness and the latter revealed by working memory ability and basic information processing abilities.The results further suggested that theoretically,English word learning as a second language had domain-general mechanism beyond linguistic modularity,which was similar to that as native language.Meanwhile,these findings implied that practically,English teaching should strengthen not only instruction of linguistic knowledge,but also training of general cognitive abilities.
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第二语言口语认知流利性对口语能力的预测作用 = Predictive Power of L2 Oral Cognitive Fluency to L2 Oral Competence / 胡伟杰, 王建勤
// Chinese Teaching in the World vol. 31, no. 1 (2017).
// 世界汉语教学 vol. 31, no. 1 (2017). 105-115 p. This study explores the predictive power of L2 oral cognitive fluency to L2 oral competence with reference to the predictive power of L2 oral performance fluency.Fifty L2 Chinese learners from Korea were asked to complete four tasks,namely,sentences construction,categorical judgment,picture description and oral production.The former two tasks were designed to collect data for two cognitive fluency indicators-Reaction Time of Sentence Construction and Attention Shift Cost,while the latter two to collect data for two performance fluency indicators-Speech Rate and Mean Length of Utterances.The results of hierarchical regression analysis indicate that cognitive fluency significantly improves the predictive power to L2 oral competence and bears a much higher degree of contribution in prediction than performance fluency
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