中国小学生英语语音意识与单词拼写能力相关性分析-analysis of the correlation between english phonetic awareness and spelling ability of chinese pupils.docxVIP

独创性声明 本人声明所呈 交 的论文是我个人在导师指导下进行的研 究工作及 取得的研究成果 。尽我所知，除了文中特别加以标注和致谢的地方外， 论文中不包括其他人已经发表或撰写过的研究成果，也不包含为获得 西北师范大学或其他教育机构的学位或证书而使用过的材料。与我一 同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明 并表示了谢意 。 签名 : . t非乌非 同期:归)1 - 卜l 关于论文使用授权的说明 本人完全了解西北师范大学有关保留、使用学位论文的规定，即 : 学校有权保留送交论文的复印件，允许论文被查阅和借阅;学校可以 公布论文的全部或部分内容，可以采用影印、缩印或其他复制手段保 存论文。 (保密的论文在解密后应遵 守此规定) 签名 、怜!之、也导师签名: 日期: 内J) - (=-1 PAGE PAGE iv iii iii Abstract In the process of foreign language learning, spelling is a very important yet arduous task among emergent learners, children in particular. A lot of researches show that proficient spelling is closely related to phonological awareness. However, as for the correlation between various tasks of phonological awareness at different levels and spelling ability, different researchers have drawn different conclusions. Therefore, the present study probes into the relationship between Chinese elementary EEL learners’ phonological awareness and their spelling ability and further finds out the correlations between them. The present study consists of six chapters. The first chapter is general introduction. The second chapter is literature review, wherein the study of phonological awareness，spelling and the relationship between the two are presented. The third chapter states what theory can provide grounds for the explanation of the results. The continuum of complexity (Chard Dickson, 1999) and five-stage developmental model of phonological awareness (Adams, 1990) explain the developmental characteristics of phonological awareness, while the theory of five-stage pattern in word spelling (Gentry, 1982) accounts for EFL elementary children’s development trend in spelling. The fourth chapter describes this study itself in detail. Twenty-four participants representing Grade 4, 5 6 provided effective data. Cassady et al. (2007)’computer-supported standardized assessment of phonological awareness is used as measurement of phonological awareness with five tasks: rhyming, oddity detection, blending, s