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題名 母語音韻覺識在英文拼字與讀字上所扮演的角色
The Role of L1 Phonological Awareness in English Word Spelling and Reading
作者 詹益智
Chan, I-Chih
貢獻者 胡潔芳<br>萬依萍
Hu, Chieh-fang<br>Wan, I-ping
詹益智
Chan, I-Chih
關鍵詞 外語習得
表音文字
表意文字
母語音韻覺識
聲母—韻母覺識
音位覺識
字音對應知識
英文拼字能力
英文讀字能力
foreign language acquisition
alphabetic orthography
logographic orthography
L1 phonological awareness
onset-rime awareness
phonemic awareness
letter-sound knowledge
English word spelling ability
English word reading ability
日期 2003
上傳時間 17-九月-2009 16:23:54 (UTC+8)
摘要 傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。
It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.
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描述 碩士
國立政治大學
語言學研究所
90555002
92
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090555002
資料類型 thesis
dc.contributor.advisor 胡潔芳<br>萬依萍zh_TW
dc.contributor.advisor Hu, Chieh-fang<br>Wan, I-pingen_US
dc.contributor.author (作者) 詹益智zh_TW
dc.contributor.author (作者) Chan, I-Chihen_US
dc.creator (作者) 詹益智zh_TW
dc.creator (作者) Chan, I-Chihen_US
dc.date (日期) 2003en_US
dc.date.accessioned 17-九月-2009 16:23:54 (UTC+8)-
dc.date.available 17-九月-2009 16:23:54 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:23:54 (UTC+8)-
dc.identifier (其他 識別碼) G0090555002en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33366-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 90555002zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。zh_TW
dc.description.abstract (摘要) It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.en_US
dc.description.tableofcontents Acknowledgements.............................................vi
Chinese Abstract............................................vii
English Abstract.............................................ix
Chapter
1 Introduction ........................................1
1.1 Background ..........................................2
1.1.1 Foreign Language Learning Difficulty ................2
1.1.2 L1 Phonological Awareness and FL Word Learning Ability.......................................................5
1.2 Motivation and Purpose of the Study .................8
2 Literature Review ...................................9
2.1 Phonological Awareness as a Predictor of Spelling and Reading ......................................................9
2.1.1 Phonological Awareness and Spelling .................9
2.1.2 Phonological Awareness and Reading .................10
2.2 The Relative Roles of Onset-rime and Phonemic Awareness ...................................................11
2.2.1 The Roles of Onset-rime vs. Phonemic Awareness in Spelling ....................................................13
2.2.2 The Roles of Onset-rime vs. Phonemic Awareness in Reading .....................................................14
2.3 Phonemic Awareness in Chinese Speakers: Existence or Nonexistence ................................................17
2.4 A Sketch of Chinese Phonology ......................20
2.4.1 Consonants .........................................20
2.4.2 Vowels .............................................21
2.4.3 Syllables ..........................................22
2.5 Phonemic Representation of Chinese Syllables .......25
2.5.1 X-slot Theory ......................................26
2.5.2 Rhyme Reduction ....................................27
2.5.3 [a]-Liaison ........................................28
2.5.4 Slips of the Tongue ................................29
2.6 An Overview of the Present Study ...................30
2.6.1 Design of the Study ................................31
2.6.2 Hypothesis .........................................31

3 Methods ............................................33
3.1 Participants .......................................33
3.1.1 Participant Selection Tests ........................33
3.1.2 Grouping Characteristics of the Participant in the Initial Pool ................................................35
3.2 Materials and Procedures ...........................37
3.2.1 Control Tests ......................................37
3.2.2 Letter Sound Learning ..............................38
3.2.3 Pseudoword Spelling ................................40
3.2.4 Pseudoword Reading .................................41
4 Results ............................................43
4.1 L1 Phonological Awareness ..........................43
4.2 Grouping Characteristics of the Participants in the Final Pool...................................................46
4.3 Pseudoword Spelling ................................49
4.4 Pseudoword Reading .................................53
5 Discussion .........................................61
5.1 Phonological Awareness in Chinese-speaking Children ....................................................61
5.2 Pseudoword Spelling ................................62
5.3 Pseudoword Reading .................................67
5.4 Conclusion .........................................73
References ..................................................77
Appendixes
A. Onset/rime Oddity Test .............................87
B. Nucleus/coda Oddity Test ...........................88
C. English Receptive Vocabulary Test ..................89
D. Letter Sound Learning ..............................90
E. Pseudoword Spelling Task ...........................91
F. Pseudoword Reading Task ............................92		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090555002en_US
dc.subject (關鍵詞) 外語習得zh_TW
dc.subject (關鍵詞) 表音文字zh_TW
dc.subject (關鍵詞) 表意文字zh_TW
dc.subject (關鍵詞) 母語音韻覺識zh_TW
dc.subject (關鍵詞) 聲母—韻母覺識zh_TW
dc.subject (關鍵詞) 音位覺識zh_TW
dc.subject (關鍵詞) 字音對應知識zh_TW
dc.subject (關鍵詞) 英文拼字能力zh_TW
dc.subject (關鍵詞) 英文讀字能力zh_TW
dc.subject (關鍵詞) foreign language acquisitionen_US
dc.subject (關鍵詞) alphabetic orthographyen_US
dc.subject (關鍵詞) logographic orthographyen_US
dc.subject (關鍵詞) L1 phonological awarenessen_US
dc.subject (關鍵詞) onset-rime awarenessen_US
dc.subject (關鍵詞) phonemic awarenessen_US
dc.subject (關鍵詞) letter-sound knowledgeen_US
dc.subject (關鍵詞) English word spelling abilityen_US
dc.subject (關鍵詞) English word reading abilityen_US
dc.title (題名) 母語音韻覺識在英文拼字與讀字上所扮演的角色zh_TW
dc.title (題名) The Role of L1 Phonological Awareness in English Word Spelling and Readingen_US
dc.type (資料類型) thesisen
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