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研究生：	蔡佩琦 Pei-chi, Peggy, Tsai
論文名稱：	台灣小學生英語音韻處理能力發展之研究 A Study on the Development of English Phonological Processing in Elementary Students in Taiwan
指導教授：	謝國平 Tse, Kwock-Ping
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2004
畢業學年度：	92
語文別：	英文
論文頁數：	89
中文關鍵詞：	音韻處理、音韻覺識、英語教學、閱讀、解碼
英文關鍵詞：	phonological processing, phonological awareness, English teaching, reading, recoding
論文種類：	學術論文
相關次數：	點閱：160 下載：21
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長期以來的研究顯示音韻處理被視為預測初期閱讀能力的指標，一般說來音韻處理包含兩個面向：音韻覺識及音韻編碼，本研究意在探討在學校英語教育下，台灣小學生能否發展英語音韻處理能力。實驗參加者為台北縣一國小隨機抽樣60位學生，四至六年級各二十位。
本實驗共有八個音韻處理能力測驗，根據變異數分析及事後比較發現，受試者音韻處理能力確有發展。本實驗回應研究問題有以下結果發現：
1. 學校教學對英語音韻處理能力有幫助。此外，受試者在實驗中的表現發現運用到一些模式來發展其能力。
2. 整體而言，受試者由音韻覺識能力發展至音韻編碼能力；測驗難度由難至易為：音韻編碼＞語音覺識＞韻律＞音節覺識。
3. 結果顯示母語在英語音韻處理能力發展上的影響顯著。
本研究提供以下教學上的提示及建議：
1. 音韻處理能力與閱讀能力互為影響。
2. 音韻處理能力是可教的。
3. 研究所得之發展順序：音節覺識＞語音覺識＞音韻編碼，可作為教學上之參考順序。

Phonological processing has long been studied as a predictor to the beginning stage of reading. Generally, phonological processing consists two dimensions, phonological awareness and phonological recoding. This present study intended to investigate if elementary school students in Taiwan are able to develop phonological processing skills under school EFL curriculum. Sixty students from the fourth grade to the sixth grade were chosen randomly from an elementary school in Taipei County in Taiwan; twenty subjects from fourth to sixth grade respectively. Eight phonological processing tasks were conducted. On the whole, the results indicate a developmental progression over grades under ANOVA analysis and Post-hoc Tukey Tests.
The present study echoed the research questions in that,
(a) School teaching program is helpful to the development of phonological processing in English. In addition, we found that, during the experiment, the subjects went under several models in developing these skills according to their performance of the tasks.
(b) On the whole, the subjects developed the phonological awareness ability prior to phonological recoding ability. The order of the task difficulty is “phonological recoding＞phoneme awareness＞rhyming＞syllable awareness (from hard to easy)”.
(c) Our results indicate a major role of L1 factor in affecting English phonological processing development.
The present study provided several pedagogical implications and recommendations,
(a) Phonological processing ability and reading are mutually reinforcing.
(b) Phonological processing skills (awareness and recoding) are teachable.
(c) The finding in this study suggested that the development sequences of “syllable awareness＞(develop earlier than) rhyming＞phoneme awareness＞phonological recoding” may make good pedagogical sense.

TABLE OF CONTENTS
Chapter 1 INTRODUCTION…………………………………………………… 1
1 What is phonological processing?…………………………………... 1
2 Definition of the subjects in this research…………………………... 2
3 Research motivation and purpose…………………………………... 3
4 Research questions and hypotheses………………………………… 5
5 The scope of the study………………………………………………. 6
6 Organization of the thesis…………………………………………… 6
Chapter 2 LITERATURE REVIEW…………………………………………… 8
1 Introduction and the organization of this chapter…………………... 8
2 Phonological processing in English………………………………… 8
3 Phonological information in Chinese……………………………….. 11
4 Phonological processing and reading……………………………….. 12
5 Phonological processing in word recognition………………………. 14
6 Dual-route theory—learning to read………………………………... 15
7 Phonological recoding in working memory………………………… 18
8 Phonological processing in Chinese EFL learners………………….. 19
9 Measurements for phonological processing………………………… 21
9.1 Syllable counting and syllable deletion tasks…………………….. 26
9.2 Phoneme counting task…………………………………………... 28
9.3 Phoneme segmentation task……………………………………… 29
9.4 Phoneme deletion task……………………………………………. 30
9.5 Rhyming task………………………………...…………………... 31
9.6 Pseudo-word reading task………………………………………... 31
9.7 Pseudo-word spelling task………………………………………... 33
10 Reasons for the eight tasks conducted in this study………………… 35
11 Summary…………………………………………………………….. 37
Chapter 3 METHODOLOGY…………….…………….……………………… 39
1 Introduction………………………………………………………….. 39
2 Subjects……………………………………………………………… 39
3 Testing materials…………………………………………………….. 40
4 Procedure……………………………………………………………. 41
4.1 Syllable awareness tasks………………………………………….. 41
4.1.1 Syllable counting task…..………………………………………. 41
4.2.2 Syllable deletion task…………………..………………………... 42
4.2 Phoneme awareness tasks…………………………………………. 43
4.2.1 Phoneme counting task…………..……………………………… 43
4.2.2 Phoneme segmentation task…………..…………………………. 44
4.2.3 Phoneme deletion task……………..……………………………. 44
4.2.4 Rhyming task……………………..……………………………... 45
4.3 Phonological recoding tasks………………………………………. 46
4.3.1 Pseudo-word reading task…………..…………………………… 46
4.3.2 Pseudo-word spelling task…………..…………………………... 47
4.4 Scores…………………………….……………………………….. 48
Chapter 4 RESULTS……………………………………………………………. 49
1 Introduction…………………………………………………………. 49
2 Data analysis………………………………………………………… 49
2.1 Average of percentage correct on phonological processing tasks… 51
2.2 Data analysis of syllable awareness tasks…………………………. 51
2.2.1 Syllable counting task………..…………………………………. 51
2.2.2 Syllable deletion task……….…………………………………... 53
2.2.3 Summary of syllable tasks……………………………………… 55
2.3 Data analysis of phoneme awareness tasks………………………... 55
2.3.1 Phoneme counting task………………………………………… 56
2.3.2 Phoneme segmentation task……………………………………. 56
2.3.3 Phoneme deletion task…………………………….……………. 57
2.3.4 Rhyming task……………………………………..…………….. 58
2.3.5 Summary of phoneme awareness tasks…………………………. 59
2.4 Phonological recoding tasks………………………………………. 60
2.4.1 Pseudo-word reading task……………………………….……… 60
2.4.2 Pseudo-word spelling task………………………………..…….. 61
2.4.3 Summary of phonological recoding tasks………………………. 62
Chapter 5 Discussion…………………………………………………………… 64
1 Development of phonological processing ability…………………… 64
2 Processes of development in phonological processing……………… 66
3 L1 influence in phonological processing……………………………. 69
4 Summary……………………………………………………………. 71
Chapter 6 CONCLUSIONS, LIMITATIONS, & PEDAGOGICAL IMPLICATIONS AND RECOMMENDATIONS…..………………. 72
1 Conclusions………………………………………………………….. 72
2 Limitations…………………………………………………………… 73
3 Pedagogical implications and recommendations……………………. 74
Reference…………………………………………………………………………….76
Appendices…………………………………………………………………………...84
LIST OF TABLES
Table 2.1 Measurements conducted by different researchers…………………… 25
Table 4.1 Phonological processing: percentage correct by grade……………….. 50
Table 4.2 Post Hoc Tukey Test of phonological processing tasks………………. 50
Table 4.3 Test items in syllable counting………………………………………... 52
Table 4.4 Error types in syllable deletion………………………………………... 54
Table 4.5  Error rate of phoneme counting on one-, two-, and three-phoneme types…………………………………………………………………… 56
Table 4.6 Error types and error rate for error items in phoneme segmentation task…………………………………………………………………….  57
Table 4.7 Error responses and rate of phoneme deletion task…………………... 58
Table 5.1 Average percentage correct of each task in this study………………... 67
Table 5.2 Comparison of task difficulty between Yopp (1988) and this study…..  68
LIST OF FIGURES
Figure 2.1 Dual-route model of reading………………………………………….. 17
Figure 2.2 Range of Difficulty for Phonological Awareness Dimensions………... 24
Figure 2.3 Components of phonological processing and dimensions of phonological awareness……………………………………………….. 27
                                

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