Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Phonetic Transcription Skills Promote L2 Listening Comprehension: Evidence From Longitudinal Cross‐Lagged Models of L2 Chinese Learners at Different Proficiency Levels. |
| Συγγραφείς: |
Mu, Dan1 (AUTHOR), Li, Yuqian2 (AUTHOR), Xu, Caihua3 (AUTHOR) xchua@bnu.edu.cn |
| Πηγή: |
International Journal of Applied Linguistics. Nov2025, Vol. 35 Issue 4, p2201-2214. 14p. |
| Θεματικοί όροι: |
*Listening comprehension, *Phonetic transcriptions, *Listening skills, *Chinese-speaking students, *Language ability, *Second language acquisition |
| Abstract (English): |
In deep orthographic languages, a separate phonetic transcription system, such as the Pinyin system in Mandarin Chinese, plays a crucial auxiliary role in helping learners master the pronunciation of written words. While many studies have indicated that learning Pinyin enhances Chinese reading, its relationship with listening comprehension in L2 Chinese remains under‐explored. The current study investigated whether Pinyin transcription skills predict short‐ and long‐term listening comprehension performance of L2 Chinese learners at different proficiency levels. A total of 120 non‐native Chinese speakers were tested twice (with an interval of one semester, 5 months) on sound‐to‐Pinyin transcription, character‐to‐Pinyin transcription, character production, and listening comprehension skills. The results suggest that Pinyin transcription skills had positive effects on listening comprehension. Specifically, sound‐to‐Pinyin transcription skills showed direct and immediate effects on listening comprehension for both elementary and intermediate learners. Character‐to‐Pinyin transcription skills directly predicted listening comprehension for elementary learners but with some delay. It also predicted listening comprehension mediated by the character production skill, which occurred without any lag for elementary learners but with a lag for intermediate learners. Our study demonstrated that the benefits of learning Pinyin for listening comprehension vary among L2 Chinese learners at different levels. Some of these effects may not be immediately observable but become apparent after a period of accumulation. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
摘要: 在汉语这样的深层正字法语言中, 独立的语音转码系统 (如汉语拼音系统) 对学习者掌握书面文字发音具有重要辅助作用。尽管已有大量研究表明汉语拼音学习能够促进汉语阅读能力提升, 但其与汉语二语听力理解之间的关系仍然缺乏直接的证据。本研究旨在讨论拼音转码能力是否可以预测不同水平汉语二语者前后两次听力理解的成绩。本研究以120名非汉语母语学习者为被试, 对其语音‐拼音转码、汉字‐拼音转码、汉字产出及听力理解能力进行了前后两个时间点 (间隔一学期, 5个月) 的测量。结果发现, 拼音转码能力对听力理解具有显著的促进作用。具体而言, 听觉通道的语音‐拼音转码能力对初级和中级两个级别被试的听力理解都产生了直接而即时的正向预测作用;视觉通道的汉字‐拼音转码能力对初级被试听力理解的直接预测作用则存在一定滞后性, 而且它还可以通过汉字产出能力的中介作用间接预测听力理解, 其中介效应对初级被试是即时的, 对中级被试具有一定滞后性。总体而言, 本研究表明拼音学习对汉语二语学习的影响是深刻而长久的, 不仅会通过听觉通道起直接促进作用, 而且会通过视觉通道稳定而缓慢地产生长期的促进作用。 [ABSTRACT FROM AUTHOR] |
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