The Influence of Children’s English Alphabet Learning on Chinese Pinyin Learning毕业论文_英语毕业论文

The Influence of Children’s English Alphabet Learning on Chinese Pinyin Learning毕业论文


摘 要





1. Introduction ———————————————————————————–1

1.1 Background of the Research ———————————————————–2

1.2 Significance of the Research ———————————————————–2

1.3 Structure of the Thesis——————————————————————-3

2. Demonstration ——————————————————————————–3

2.1 Literature view —————————————————————————3

2.1.1 Studies abroad ———————————————————————–3

2.1.2 Studies at home ———————————————————————3

2.2 Method ————————————————————————————4

2.2.1 Research Questions —————————————————————–4

2.2.2 Subjects ——————————————————————————4

2.2.3 Instruments ————————————————————————–6

2.2.4 Procedure —————————————————————————-7

2.3 Results ————————————————————————————-8

2.3.1 Group Difference in Chinese Pinyin Levels ————————————9

2.3.2 Result of writing Test ————————————————————-11

2.4 Discussion ——————————————————————————-12

2.4.1 Reading of English and Chinese alphabets ————————————12

2.4.2 Impact of English learning on Pinyin Reading ——————————–14

2.4.3 Impact of English learning on Pinyin Writing ———————————15

3. Conclusion ———————————————————————————–16

3.1 Findings ———————————————————————————-16

3.2 Implications —————————————————————————–16

3.3 Limitations and Further Study ——————————————————–17

Bibliography ————————————————————————————19

Appendix I Questionnaire ——————————————————————–22

Appendix II Chinese Phonetic Alphabet and English Alphabet Test ——————–24

The Influence on Children’s English Alphabet Learning on Chinese Pinyin Learning

1. Introduction

1.1 Background of the research

Foreign language education has become an important part of civic education in the world in the 21st century, and a country’s foreign language ability, especially English ability, has become an important factor in evaluating the country’s comprehensive national strength. There is no doubt that language policy is an important issue in the development of the country. Since 2001, English teaching has officially entered the primary school classroom.

In many big cities, English lesson begins in the first year of primary school, and is systematically taught in the third grade. English phonetic teaching is an important step in elementary stages. However, children have never been taught English from the beginning, either the phonetic symbol. There are some typical phenomena in children’ English learning, for example, some children, even the children in third grade, write “pai ai po” to remind of the pronunciation of the English word “pineapple”.

This study refers to competition model, which is a kind of theory that seeks to explain how individuals learn and process language. It is also a learning model. Connectionism is the component of the competition model. It uses connectionist model to model the interactions between lexical mappings. Connectionism, also predicts cross-linguistic. There are several connectionist models very significant for bilingual processing. It holds the position that elements across languages can be activated and lead to competition and interference. In this study, we are interested to see whether English learning can interfere with pinyin learning.

Studies both at home and abroad show that the relationship between letter knowledge, English spelling and reading, and pinyin skills have been widely discussed in the past years, which allow us to gain insight into the reciprocal relationship. There are a lot of studies on the contribution of phonological awareness and English letter or Chinese pinyin to English learning and the mutual influences between them. But, most of these studies pay attention to the influence of the first language on the second language. Besides, most studies are conducted on English speaking children, but not on those of other languages. What’s more, most researchers purely notice one or two of the factors that cause the impact on English ability. Thus, a comprehensive survey is needed.

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