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1.
王志辉 《新乡师范高等专科学校学报》1999,13(2):79-79
拼读规则是指从单词的拼写形式判断其读音的规则。初中英语教学及教材都十分注重拼读规则,这无疑是想借助于拼读规则来教授英语的读音和拼法。但笔者认为,拼读规则不但不能帮助学生解决拼写的问题,反而还会增加学生的学习负担。本文拟就这个问题,谈一个自己的看法。 相似文献
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殷杨 《中国科教创新导刊》2010,(23):91-91
词汇量是英语学习的基础和关键,英语词汇特别丰富,这是由很多因素造成的。在英语词汇的形成过程中,从法语中借用的词汇为最多,这些源自法语的词汇在拼写和读音方面都有不符合英语拼读规则的特点,很多学生在学习英语词汇的过程中,常会感到这些词汇既难读,又难记。本文从法语词汇的拼写和读音规则等方面入手,初步探索了法语词汇对英语教学的积极影响。 相似文献
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闫小平 《辽宁师专学报(社会科学版)》2011,(2):14-15
无论在学习还是工作中经常出现拼写错误。本文强调了英语语言拼写的重要性,并从音节与词重音、字母与字母组合读音规则和词的构成形式等方面探求了提高英语拼写能力的方法。 相似文献
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《校园英语(教研版)》2015,(34)
<正>单词拼读能力指学生能够根据音标或字母组合的读音规则拼读单词的能力。单词拼写能力指学生能够按照字母组合的读音规则,根据单词的读音快速、准确地写出单词的能力。针对小学低年级学生拼读、拼写单词的现状。笔者对单词教学中一些现象进行了反思。笔者认为,教师不应仅教单词或句子,更应注重培养其单词拼读和拼写能力。教师应从字母教学开始进行语音教学,在平时的教学中渗透语音知识,对重要的拼读拼写规则和策略给予指导,有效发展低年级学生的单词拼读和拼写能 相似文献
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张丽兵 《辽宁师专学报(社会科学版)》2003,(3):82-83
英语单词的读音 ,虽然根据字母拼写有一定的读音规则 ,但并非所有单词都可以按规则类推。为了避免某些英语单词的错误读音 ,正确地处理好英语单词读音的普遍规律和特殊现象之间的矛盾 ,本文简要谈谈英语单词的非规则读音问题。 相似文献
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想学好英语必须先过单词关,除了会读,了解词义外,还要会正确拼写。虽然英语中有许多单词不符合读音与拼写相一致的规则,需要逐个记忆,但大部分(尤其是小学课本中出现的单词)可以按读音与拼写相一致的规则进行拼写,如jeep(吉普车),week(星期),bee(蜜蜂),sheep(绵羊),meet(碰见)中ee的组合都读犤i∶犦,又如moon(月亮),room(房间),food(食品),zoo(动物园),noodle(面条)中oo的组合都读犤u∶犦。所以如果我们能准确地读一个单词的话,那么拼写时一般就不会出错了。记住单词的拼写要采用读写结合的办法,你可以试着用下面两个方法:其一把学过的单词… 相似文献
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英语拼写与发音标识之间不存在一一对应关系，构成了英语词汇习得的一个主要障碍。全文对辅音字母拼写与发音不一致现象进行成因分析，并探讨了拼读不一致的一些规则。 相似文献
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浅谈英语语音、词汇入门的集中教学 总被引：1，自引：0，他引：1
黄启泽 《泉州师范学院学报》1999,(1)
本人在长期的英语教学实践中发现多数中学生对英语单词的拼读和记忆感到困难。学生对英语单词的读音不准,就很难把单词正确地拼写出来;单词记不住,学习上遇到的障碍就愈来愈多,过一段时间后便对学好英语丧失信心,最后只得放弃。一般到了初二年就自然出现两极分化现象。英语单词的读音与拼写具有一定的规则,掌握好这些规则,对记忆单词及学好英语起着关键性的作用。本文针对初中英语语音、词汇的教学方法作如下浅析。一、字母、音标教学如何加强语音教学。我按初一教材要求先集中字母、音标教学,教学内容安排程序如下表：在字母和音标… 相似文献
10.
赵小品 《湖州师范学院学报》2003,25(2):17-22
英语单词中辅音群和音节内辅音丛与发音的联系和规则，涉及英语音位序列的限制、词素的知识、音节的划分，对这些规则进行分析和归纳，可以加深我们对英语拼写和读音的认识。 相似文献
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This study compared the English spelling of native Spanish-speaking children receiving English-only instruction with monolingual
native English speaking children at the end of kindergarten. In invented spelling, young bilingual children can show us how
they perceive the unique sounds of English by the way they map English letters onto non-Spanish sounds. The spelling of non-Spanish
phonemes and English and Spanish stop consonants differing in voice onset time were examined. The relationship of plausible
English spelling with English vocabulary knowledge was also investigated. The bilingual kindergarteners had significantly
fewer correct spellings of ending stop consonants, which differ phonetically in English and Spanish, than did the monolingual
group. No significant difference between the two groups at the end of kindergarten was found when spelling non-Spanish phonemes
however. The lexical restructuring model was applied to explain a positive correlation between vocabulary and plausible English
spellings. 相似文献
12.
韩琪 《青岛职业技术学院学报》2001,14(2):67-69
就初中英语起始阶段的“字母与音标同步教学 ,语音集中 ,拼读过关”的教改实验 ,阐述了国际音标与字母同步教学 ,集中教授语音方面的知识的做法可以使绝大多数学生在规定的阶段内突破拼读和听音的入门关 ,较好地掌握语音技能 ,同时为具备初步运用英语的能力打下良好的基础。 相似文献
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Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in bag, more accurately than long vowels, as in gate. The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as gat for words with long vowels such as gate were more common among US children, reflecting these children’s use of vowels’ names as a guide to spelling. The English children’s performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children’s patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. 相似文献
14.
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis—native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors not consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children’s native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction. 相似文献
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张可科 《湖北广播电视大学学报》2008,28(7):102-103
英语的拼写体系是很不一致,也很没有逻辑的。这使很多英语学习者在拼写单词时都感到了困难。那么中国学生的拼写错误有何特点呢？从对15个中国学生,共45个错误样本的分析来看,母语的干扰,规则的过度滥用和语音失误都影响了拼写的准确性。针对这些造成拼写错误的因素,本文提出了今后我们该如何调整词汇教学的几点建议,使学生在单词拼写中找到乐趣。 相似文献
16.
Berninger VW Abbott RD Zook D Ogier S Lemos-Britton Z Brooksher R 《Journal of learning disabilities》1999,32(6):491-503
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. 相似文献
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Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献
18.
《校园英语(教研版)》2015,(28)
In some of the western countries,students learn phonics when they start to study English,but we Chinese young learners study letters and spelling.They are different.There are so many relations between the pronunciation and the form of the words.We think that phonics teaching is important to the elementary students.So I want to share some of my ideas about phonics teaching with our teachers. 相似文献
19.
Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent manifestation of this inconsistency is the presence of silent letters at the end of words. Many of these silent letters perform a morphological function. The current study examined whether students with dyslexia (aged between 10 and 15 years) benefit from the morphological status of silent final letters when spelling. We compared, their ability to spell words with silent final letters that are either morphologically justified (e.g., tricot, “knit,” where the final “t” is pronounced in morphologically related words such as tricoter, “to knit” and tricoteur “knitter”) or not morphologically justified (e.g., effort, “effort”) to that of a group of younger children matched for reading and spelling level. Results indicated that the dyslexic students’ spelling of silent final letters was impaired in comparison to the control group. Interestingly, morphological status helped the dyslexics improve the accuracy of their choice of final letters, contrary to the control group. This finding provides new evidence of morphological processing in dyslexia during spelling. 相似文献
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This paper investigates children's developingknowledge of the Hebrew spelling system in view of theclaim that language-specific typology affects the rateand the pattern of development of orthographicspelling. Hebrew is a morphologically syntheticlanguage with a phonologically ``deep' orthography, onthe one hand, and a consistent representation ofmorphology in the spelling system, on the other. Thispaper focuses on the difference between representingcontent words versus grammatical words, and rootsversus morphemic and attached function letters inwritten Hebrew. The paper describes two studies. InStudy 1, compositions from gradeschool children (grade1 through 6) were analyzed for types of spellingerrors; in Study 2, children from grades 2–4 wereadministered a spelling task. Results indicate thatgrammatical words are spelled correctly before contentwords, and that within content words, the correctspelling of function letters precedes that of rootletters. These differences are attributed to factorsof transparency, consistency and frequency, coupledwith gradeschoolers' growing perception ofphonological and morphological patterning in Hebrew. 相似文献