EFL Early Literacy Development: Synthesis of the Research__臺灣人文及社會科學引文索引資料庫

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題名：	EFL Early Literacy Development: Synthesis of the Research
書刊名：	英語教學
作者：	胡潔芳／鄭錦桂
作者(外文)：	Hu, Chieh-fang／Cheng, Chin-kuei
出版日期：	2006
卷期：	2006專刊2
頁次：	頁21-49
主題關鍵詞：	早期讀寫；閱讀發展；單字認讀；字母拼讀；全語言教學；Early literacy；Reading development；Word recognition skills；Phonics；Whole language
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:4 點閱:49

本文回顧並評析早期外語讀寫發展之相關研究，主要目的為探討以中文為母語的學童學習英語之早期讀寫發展歷程，以及這些學童學讀英文單字的過程與可能面對的問題。第一部份討論兩種閱讀教學法（全語言與字母拼讀）之精神與差異，本文根據目前文獻證據所做之初步結論為：對大部份開始學讀英文的學童而言，讀寫發展的順利與否雖不能單靠字母拼讀教學，但直接且有系統的字母拼讀教學卻是不可或缺的一環。本文第二部份逐一討論影響英文單字學讀歷程的三項語言因素：音韻、文字拼寫組件、及構詞。主要探究方向為：以中文為母語的學童在這三方面的認知與發展如何影響英文學讀的歷程。雖然目前有關母語或外語之讀寫發展研究已相當豐富，但深究現有文獻，仍然發現許多需要釐清之處。本文最後綜合文獻評述結果，提出數項建議，供未來有意從事早期外語讀寫研究者參考。此外，也於文中穿插討論早期讀寫研究成果在英語教學上之意涵。

以文找文

This paper discusses the state of current research on EFL early literacy development with a focus on the acquisition processes of word recognition skills for Chinese beginning readers of English (L2). The first section provides an overview of the two primary methods to teach reading, i.e., whole language and phonics. This overview concludes with a suggestion that for most children who begin to learn to read English, explicit instruction on phonics should be provided at least in the initial stage of formal reading instruction, though it is not sufficient for successful literacy acquisition. Subsequent sections of the paper address the three linguistic factors that have been found to influence the learning processes of word recognition skills: namely, phonology, orthography, and morphology. The roles of these factors are described and examined in association with their potential interactions with the cognitive/linguistic processes that might have been brought to L2 word recognition acquisition processes by native speakers of Chinese. In spite of the rich body of research on L1 and L2 word recognition acquisition processes, many issues regarding how EFL early literacy skills are acquired remain to be explored. The final section of the paper summarizes some aspects of the findings that merit further study. The implications of the research findings for teaching EFL reading are also discussed in the text.

以文找文

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2.	Clay, M. M.(1991)。Becoming literate: The construction of inner control。Auckland：Portsmouth, NH：Heinemann。
3.	Elley, W. B.、Mangubhai, F.(1981)。The impact of a book flood in F iji primary schools。Wellington, New Zealand：New Zealand Council for Educational Research。
4.	Goodman, K. S.、Goodman, Y.(1981)。A whole language comprehension-centered view of reading development: A position paper。Tuscon, Arizona：Program in Language & Literacy。
5.	Hoosain, R.(1991)。Psycholinguistic implications for linguistic relativity: A case study of Chinese。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
6.	Hu, C.-F.(2003)。Learning new words: L I phonological awareness in foreign language acquisition。Taipei：Crane Publishing Co。
7.	McGuinness, D.(2004)。Early reading instruction: What science really tells us about how to teach reading。Cambridge, Massachusetts：The MIT Press。
8.	Routman, R.(1996)。Literacy at the crossroads: Crucial talk about reading, writing, and other teaching dilemmas。Portsmouth, New Hampshire：Heinemann。
9.	Rayner, K.、Pollatsek, A.(1989)。The psychology of reading。Englewood Cliffs, NJ：Prentice Hall。
10.	Adams, M. J.(1990)。Beginning to read: Thinking and learning about print。Cambridge, Massachusetts：MIT Press。

單篇論文
1.	National Reading Panel(2000)。Teaching children to read: An evidence-based assessment o f the scientific research literature on reading and its implications for reading instruction，http://www.nichd.nih.gov/publications/nrp/smallbook.htm，(00-4769)。

其他
1.	Anderson, K.(20000618)。The reading wars: Understanding the debate over how best to teach children to read，http://www.nrrf.org/article_anderson6-18-00.htm， 2006/11/27。
2.	Rose, J.(2006)。Independent review of the teaching of early reading: Final report，http://www.standards.dfes.gov.uk/rosereview/report.pdf， 2006/10/25。
3.	Wren, S.(2001)。Topics in early reading coherence: What does a balanced literacy approach mean?，http://www.sedl.org/reading/topics/balanced.html， 2002/03/20。

圖書論文
1.	Frith, U.(1985)。Beneath the surface of developmental dyslexia。Surface dyslexia。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
2.	Gough, P. B.(1983)。Context, form, and interaction。Eye movements in reading: Perceptual and language processes。Academic Press。
3.	Harste, J. C.、Burke, C. L.(1977)。A new hypothesis for reading teacher education research: Both the teaching and learning of reading are theoretically based。Reading: Research, theory, and practice. Twenty-sixth yearbook of the National Reading Conference。Chicago：National Reading Conference。
4.	Tunmer, W. E.、Chapman, J. W.(1999)。Teaching strategies for word identification。Learning to read。Newark, Delaware：International Reading Association。
5.	Perfetti, C. A.(1992)。The representation problem in reading acquisition。Reading acquisition。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
6.	Ehri, L. C.(1992)。Reconceptualizing the development of sight word reading and its relationship to recoding。Reading acquisition。Hillsdale, NJ：Lawrence Erlbaum Associates。

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