摘　要 英语母语儿童读写研究表明，语素意识是重要的元语言技能，对读写的发展具有重要作用，但以往研究在语素意识的发展特点、语素意识与读写关系、语素意识训练对读写的作用上还缺乏更全面、系统的探讨。从英语作为第二语言学习的角度，对语素意识的发展及其与读写关系进行的相关研究很少，尤其对汉语和英语两种相异较大语言系统间语素意识问题的系统科学考察更少。对汉语儿童英语语素意识的发展特点、语素意识与读写的关系以及语素意识训练对读写的作用进行探讨，不仅可以为英语母语语素意识研究提供更多来自第二语言学习的证据，而且对英语教学实践也具有重要的指导意义。 本研究采用个体施测和集体施测方法，对174名小学四、六年级汉语儿童英语语素意识、英语语音意识、英语读写以及一般认知能力进行了测量。通过以下三个研究考察了汉语儿童英语语素意识的发展特点、英语语素意识与英语读写的关系以及英语语素意识训练对汉语儿童英语语素意识及读写发展的作用。具体说来，研究结果如下： 研究一通过对四、六年级儿童英语变形、复合、派生意识的考察，发现：（1）汉语儿童英语语素意识具有随着年级增长不断发展的特点。四年级儿童在三种语素意识成分上的发展水平相当，但在四、六年级间，复合意识增长最快，发展水平最高，其次是变形意识，派生意识发展最慢。（2）儿童在变形意识的发展上，表现出对词缀语素规则变化变形词的掌握好于词缀语素不规则变化的变形词。（3）在复合意识的发展上，表现为对语义透明复合词的掌握较好，对语义不透明的复合词掌握较差。（4）在派生意识的发展上，儿童对语音正字法没有变化派生词的掌握好于语音正字法有变化的派生词。研究二通过对汉语儿童英语语素意识、语音意识、英语读写以及儿童一般认知能力的测查，发现：（1）在控制一般认知能力和语音加工技能后，语素意识对儿童读写具有显著的预测作用。（2）语素、语音意识对儿童读写的相对作用不同，语素意识对四、六年级儿童拼写和阅读理解的作用大于语音意识；语音意识对词汇阅读的作用大于语素意识。（3）从年级发展模式上看，语素意识对四年级儿童读写的作用显著高于六年级儿童，而且主要表现在复合意识对读写的作用上。 研究三通过匹配实验组和控制组考察语素意识训练的效果，对两个年级的三个自然班分别进行语素、语音意识和整词训练干预，前后测对比结果发现：（1）语素意识训练对语素意识具有显著的独特作用；语音意识训练对语音意识发展具有显著的独特作用；语素、语音意识训练之间存在相互促进的关系。（2）语素意识训练对儿童英语拼写具有显著的独特作用；语素、语音意识训练对词汇阅读、阅读理解都具有显著的促进作用。 综合上述研究结果发现，随着年级升高，四、六年级汉语儿童语素意识不断发展，具体语素意识结构成分年级间发展水平不同。同时，语素意识内部不同水平具有发展不平衡的特点。汉语儿童英语语素意识与英语读写之间呈显著相关关系，语素意识对读写具有显著的独特作用。语素意识训练对语素意识以及读写发展都具有重要的促进作用。基于上述研究结果，结合本研究欲探讨的核心问题，我们进行了综合讨论，并在此基础上分析本研究对我国基础英语教学，尤其是词汇学习中融入语素意识训练对汉语儿童早期英语读写能力发展的作用。 关键词：语素意识，语音意识，英语阅读，英语拼写，词词汇学习

AbstractThe research on English native speakers’ literacy shows that morphology awareness（MA）is the key meta-cognitive linguistic skill, which plays an important role in the development of children’s reading and spelling. However we are short of comprehensive and systemic study on the development of MA, the relationship between MA and children’s reading and spelling, also the efect of MA training on the improvement of children’s reading and spelling. What’ more, there are few studies to investigate the relationship between MA and children’s reading and spelling from the perspective of English as second language learning, especially from the two different language system,English and Chinese. This study focused on Chinese primary children’s MA and reading and spelling, which can provide more evidence for the preview research work on English native speakers, and also can benefit English teaching and learning for Chinese children.The present study aimed to examine the development of MA, the relationship between MA and reading and spelling, the effect of MA intervention on Chinese primary children’s improvement of English reading and spelling. One hundred and seventy-four students in Grade 4 and Grade 6 were tested on general ability, English MA, phonological awareness（PA）, English reading and spelling. In details, the results as follows: The results of the first study indicated: (1) English MA developed with the grade in Chinese children and different MA factors varied in the development; (2) Chidren did better on the regular inflectional words than irrugulare ones. (3) For compound words, children did better on sementic transparent words than the intransparent ones.(4) For devirational words, children did better on no change in phinological and orthographic words than those got changed. The results of the second study indicated: (1) English MA had significant effect on English reading even after controlling for nonverbal IQ and English PA. (2) English MA had more contribution on English spelling and reading comprehension than English PA, but less than English PA on word decording. (3) English MA made great contribution to children’s reading and spelling in Grade 4 than Grade 6.The results of the third study indicated: (1) Training in MA more significantely improved children’s MA, and training in PA more significantely improved children’s PA. (2) MA training had special contribution to childen’s spelling; MA and PA training can both improve Children’s word reading and reading comprehention significantely.In all, MA developed with the grade promotion, and it is an important predictor for learning to read and spell for Chinese children. MA training not only inproved MA, but also improved children’s reading and spelling.　KEY WORDS：Morphological awareness phonological awareness English readingEnglish spelling vocabulary learning