郝美玲;孙真真;

• 1:北京外国语大学中国语言文学学院
• 2:北京市大兴区亦庄镇第一中心小学

摘要(Abstract)：

本研究在简单阅读观(Gough&Tunmer 1986)理论框架下，考察了解码和听力理解对中级汉语水平学习者阅读理解的相对贡献如何随着解码测量方式以及阅读材料难度的不同而发生变化的。结果发现：1)词义匹配成绩对学习者阅读理解成绩有显著的贡献；2)阅读文本的难度调节着中级汉语水平学习者词义匹配和听力理解对阅读理解的相对贡献。基于此结果，我们建议加强初中级阶段解码准确性和流畅性的教学，构建基于整合的课程，将语篇加工策略融合在听力和阅读教学中，从而实现不同技能间的互相促进与整合。

关键词(KeyWords)： 简单阅读观;解码;阅读理解;词义通达;文本难度

Abstract:

Keywords:

基金项目(Foundation): 国家社会科学基金项目(项目批准号21BYY171);; 中外语言交流合作中心项目(项目批准号22YH02ZW);; 北京语言大学梧桐创新平台项目(中央高校基本科研业务费专项资金)(项目批准号19PT01)的支持

作者(Authors): 郝美玲;孙真真;

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• (1)需要强调的一点是,虽然我们在中级汉语水平学习者的阅读理解中未发现词语阅读的作用,但是并不能就此认为词语阅读对于学习者的阅读理解不重要,也不能就此认为在简单阅读观框架下需要用词义匹配来代替单词阅读,未来还需要包括更广泛的被试群体进一步考察正字法—语音通路、正字法—语义通路、听力理解对不同汉语水平学习者阅读理解的相对贡献。感谢审稿专家提出这一问题!

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