Word Concept of Illiterates and Lowliterates Worlds Apart词概念的文盲和低的文人的世界.pptVIP

Word Concept of Illiterates and Low-literates: Worlds Apart? Liesbeth Onderdelinden epm.onderdelinden@inter.nl.net Radboud University Nijmegen The Netherlands Sponsored by SNUF (Nijmegen University Fund) Word concept Awareness of the word as a linguistic unit demonstrated by the ability to isolate words in a stream of spoken language Tests: - sentence segmentation e.g. Where is mother? - listen to a story and repeat the last word when the narrator pauses e.g. There is not enough food … anymore. Results of previous research among children Developmental progression (Karpova; Papandropoulou Sinclair; Downing Oliver; Fox Routh; Edwards Kirkpatrick) Children under 7 generally no clear word concept (Karpova; Holden MacGinitie; Downing Oliver; Ehri; Edwards Kirkpatrick) Increase in metalinguistic knowledge around 7 or 8 years (Papandropoulou Sinclair; Edwards Kirkpatrick) Open class words (e.g. nouns and verbs) were better recognized as individual words than closed class words (e.g. prepositions and articles) (Papandropoulou Sinclair; Ehri; Holden MacGinitie) Two studies among 4- and 5-year-old children compared Karmiloff-Smith et al. (1996) introduced an on-line task Results: 4-year-olds scored 75.3 % correct 5-year-olds scored 96.2 % correct Conclusion: even young children of 4 and 5 years old are able to isolate words in a meaningful context This study was replicated by Kurvers Uri (2006) Results: 4-year olds scored 26.6% correct 5-year-olds scored 26.6% correct Conclusion: literacy may play a role in the development of a child’s word concept Hypotheses of the present study Low-literates perform better than illiterates Open class words (e.g. nouns and verbs) are better recognized than closed class words (e.g. articles and prepositions) Participants: 30 adult L2 learners 15 illiterates: No education in native country Not able to read and write Speaking skills at least A1 (CEF) 15 low-literates: No education in