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研究生: 張芳琪
Fang-chi Chang
論文名稱: 臺灣專科生的英語語音處 理 能力 之研究
A Study of Taiwanese Junior College Freshmen's Phonolgogical Porcessing in English
指導教授: 謝國平
Tse, Kwock-Ping
學位類別: 博士
Doctor
系所名稱: 英語學系
Department of English
論文出版年: 2000
畢業學年度: 88
語文別: 英文
論文頁數: 166
中文關鍵詞: 語音覺識語音處理解碼閱讀
英文關鍵詞: phonemic awareness, phonological processing, recoding, reading
論文種類: 學術論文
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  • 臺灣專科生的英語語音處理能力之研究
    學者們在研究以英語為母語的人士的閱讀行為時,發現一個人的語音處理能力對其初期閱讀行為有極顯著的影響。進而,更多的研究證實不論一個人閱讀的是像中文這樣的方塊字或是像英文那樣的拼音文字,該語言的語音在個人的閱讀行為中都扮演著極重要的角色。借用此一研究發現,我們似乎可以說一個語言學習者,不論他原來的母語背景是什麼,也不論他學習的目標語是什麼,他應該都要習得該語言的語音以助益他對該語言的閱讀理解。
    英文是一個採用拼音系統的語言,學者因而證實英語人士對英語語音的處理能力加上他對英文字和音之間的對應關係的認知是影響他閱讀能力的重要關鍵之一。如此一來,我們似乎可以進一步地說,任何學習英語的人,除了應當習得該語言的語音之外,也應當發展出以英語為母語的人士所具備的語音處理能力和對英語字和音的對應的認知。簡單地說,也就是臺灣人中學習英語文的人應當是要發展出此些能力和認知才是。
    既然英語文是我們學校課程中的必修科目,到底我們的學生是否擁有此些能力和認知呢?本研究即針對此一議題進行探索。本研究參照文獻中所提供的英語語音處理活動,設計了六個適合臺灣五專一年級新生的程度的英語語音處理活動。旨在測量他們接受國中三年的正規英語文教育之後,所發展出的英語語音處理能力和對英文字和音的對應的認知。
    受測者在這六個活動中的表現是否彼此之間有相關,是否可以用受測者在某個活動中的表現來預測他在其他活動中的表現,正如文獻所言,這些都在本研究的探討範圍內。
    本研究所參考的相關活動大多是用來測試英語母語人士中的學齡前孩童和一、二年級的學童的。本研究中所用的受測者是15, 16歲的青少年,英語是他們所學的一個外國語。然而,本研究的發現卻與前述所提的研究發現有很多相似之點。本研究的發現提供了我們一些值得深入探討的方向,也給了我們一些教學上的建議。
    關鍵詞:語音處理、閱讀

    ABSTRACT
    Researchers have proposed a universal function of phonological processing in reading tasks regardless of the writing systems of languages. That is, when learning languages, learners should acquire abilities to process phonological information of spoken and written languages of the target languages regardless of their orthographic representations. Their proposal reveals the importance of EFL learners' abilities to phonologically process English spoken and written languages. The current study was thus conducted to investigate Taiwanese EFL learners' abilities to phonologically process English spoken and written languages.
    Six tasks on phonologically processing English spoken and written stimuli were given to 97 five-year junior college freshmen to examine their phonological processing abilities. The results of the study provide information about the subjects' abilities to phonologically process English spoken and written stimuli, the correlations between the various tasks, and the predictive validity of the phonological processing tasks for the subjects' performances of recoding and spelling. The findings of the study of EFL teenage learners are similar to the previous findings of studies of native English speaking children, regarding these three issues.
    The findings also provide some information about the influence that the subjects' language background has on their processing English stimuli. Some implications for English teaching/learning deriving from the findings are presented. Since what have been explored in the current study are in relation to the notion of phonics, a brief review on phonics is presented, too.
    Key words: phonemic awareness, phonologicl processing, recoding, reading

    TABLE OF CONTENTS 1. INTRODUCTION 1 1.1 What is Phonological Processing? 1 1.2 What is Phonological Processing for? 1 1.2.1 Phonological Processing in English 2 1.2.2 Phonological Processing in Chinese 3 1.3 The Need for the Study 4 2. REVIEW OF THE LITERATURE 9 2.1 Phonological Processing in English-An Alphabetic Language 9 2.1.1 Phonological Processing in Word Recognition and Reading 10 2.1.2 Dual Routes for Word Recognition 13 2.2 Phonological Information in Chinese-an Ideographic Language 17 2.2.1 Phonological Information in Character Recognition 18 2.2.2 Phonological Information in Reading 19 2.3 Phonological Codes in Working Memory for Reading Comprehension 20 2.4 Development of Phonological Processing of Native English Speakers 23 2.5 Measures of Phonological Processing of Native English Speakers 25 2.5.1 Basic Concepts in Measuring Children's Phonological Processing 26 2.5.2 Tasks for Measuring Phonological Processing 27 2.5.2.1 Awareness of Rhymes 27 2.5.2.2 Segmentation of Words into Syllables 28 2.5.2.3 Segmental Identity 29 2.5.2.4 Awareness of Onsets and Rimes 30 2.5.2.5 Phonemic Segmentation 31 2.5.2.6 Phonemic Synthesis 31 2.5.2.7 Phonemic Manipulation 32 2.5.2.8 Letter Naming 33 2.5.2.9 Spelling/Invented Spelling 33 2.5.2.10 Word/Pseudo-word Reading 34 2.5.3 Reliability and Validity of Phonological Processing Tests 35 2.6 Acquisition of English Phonological Processing of Taiwanese EFL Learners 37 3. METHOD 42 3.1Subjects 43 3.2Tests and Materials 44 3.2.1 Syllable Deletion Test 45 3.2.2 Phoneme Segmentation Test 47 3.2.3 Phoneme Deletion Test 49 3.2.4 Phoneme Recognition Test 51 3.2.5 Pseudo-word Reading Test 53 3.2.6 Spelling Dictation Test 55 3.3Procedure 57 4.FINDINGS 59 4.1An Overall View of the Subjects' Performances 60 4.1.1Test Reliability 60 4.12Test Difficulty 62 4.2Results of Individual Tests 63 4.2.1 Results of the Syllable Deletion Test 63 4.2.1.1 Further Information about Deletions 65 4.2.1.1.1 Deleting Initial Syllables 66 4.2.1.1.2 Deleting Final Syllables 66 4.2.1.2 Scores 67 4.2.2 Results of the Phoneme Segmentation Test 67 4.2.2.1 Further Information about the Stimuli Causing More Trouble 69 4.2.2.2 Scores 71 4.2.2.3 Strategies 71 4.2.3 Results of the Phoneme Deletion Test 72 4.2.3.1 Further Information about the Stimuli Causing More Trouble 74 4.2.3.1.1 Deleting the Initial Phonemes 74 4.2.3.1.2 Deleting the Middle Phonemes 75 4.2.3.1.3 Deleting the Final Phoneme 75 4.2.3.2 Scores 76 4.2.4 Results of the Phoneme Recognition Test 77 4.2.4.1 Further Information about the Stimuli Causing More Trouble 77 4.2.4.1.1 Recognizing the Initial Phoneme 77 4.2.4.1.2 Recognizing the Middle Phoneme 79 4.2.4.1.3 Recognizing the Final Phoneme 79 4.2.4.2 Scores 80 4.2.5 Results of the Pseudo-word Reading Test 80 4.2.5.1 Consonant Digraphs 81 4.2.5.2 Conventional Spelling 81 4.2.5.3 Vowel Digraphs 83 4.2.5.4 CVCe-spelt Words/CVC-spelt Words 85 4.2.5.5 Consonant Clusters 87 4.2.5.6 Individual Consonant Phonemes 88 4.2.5.7 Blending the Phonemes 89 4.2.5.8 Scores 89 4.2.5.9 Strategies 89 4.2.6 Results of the Spelling Dictation Test 91 4.2.6.1 Further Information about Some Stimuli 93 4.2.6.2 Scores 95 4.3 Test Correlations 96 4.3.1 Predictive Validity for Spelling and Recoding through Stepwise Regression 97 4.3.2 Predictive Validity for Recoding through Hierarchical Regression 101 5. DISCUSSION 106 5.1 Test Reliability and Construct Validity 106 5.2 The Subjects' Performances and the Influence of Language Background 109 5.2.1Relative Difficulty of the Tests 109 5.2.2 Analysis of Individual Tests and the Influence of Language Background 110 5.2.2.1 Syllable Deletion Test 110 5.2.2.2 Phoneme Segmentation Test 112 5.2.2.3 Phoneme Deletion Test 114 5.2.2.4 Phoneme Recognition Test 116 5.2.2.5 Pseudo-word Reading Test 117 5.2.2.6 Spelling Dictation Test 120 5.2.2.7 EFL Learners' and Native English Speaking Children's Difficulty in Phonological Processing of English Stimuli 121 5.2.2.7.1 Difficulty in Processing Consonant Clusters 122 5.2.2.7.2 Difficulty in Processing the Liquids and the Nasals 124 5.2.2.7.2.1 Difficulty in Processing the Liquids 124 5.2.2.7.2.2 Difficulty in Processing the Nasals 126 5.2.2.8 Taiwanese Junior College Freshmen's Phonological Processing of English Stimuli 127 5.3 Test Correlations 129 6. CONCLUSIONS 135 6.1 Limitations 136 6.2 Teaching Implications 137 6.3 Phonics Instruction 141 APPENDIXES Appendix A List of words for Rosner phoneme deletion test 147 Appendix A1 List of words for the syllable deletion test 148 Appendix B List of words for the Yopp-Singer segmentation test 149 Appendix B1 List of words for the phoneme segmentation test 149 Appendix C List of words for the phoneme deletion test 150 Appendix D List of words for the sound recognition test 151 Appendix E List of pseudo-words for the pseudo-word reading test 152 Appendix F List of stimuli for the spelling dictation test 153 Appendix G The representatives of the words consisting of the phonemes in the pseudo-word reading test 154 REFERENCES 155

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