臺灣博碩士論文加值系統

本研究旨在探討中文為母語之英語學習者的詞彙編碼，尤著眼於音韻層面。本研究的英語學習者詞彙錯誤來源為高中生期末考和詞彙即時回憶實驗。研究者將所獲得的錯誤詞彙分類，以了解何種詞彙編碼策略運用較多─聲音相關、詞義聯想、或隨意猜測，並進一步探討聲音相關的錯誤，分析其中保留的部分：詞首音素、詞尾音素、重音節母音、及音節數。
此研究對象為337位台北市立南港高級中學高一及高二學生，年齡層16至17歲。期末考詞彙錯誤分析的研究對象為165位一年級生及172位二年級生。詞彙即時回憶實驗的研究對象為79位一年級生及82位二年級生。研究結果發現：
(1) 一般而言，研究對象的詞彙編碼策略因年級而異。高一生的錯誤類型分布分歧較高二生大。
(2) 就詞彙編碼策略而言，高一生呈現較多聲音相關錯誤，而高二生呈現較多詞義聯想錯誤。
(3) 就音韻層面保留的部分而言，長期詞彙編碼﹝期末考﹞中，詞首音素及詞尾音素保留較多，而短期詞彙編碼﹝詞彙即時回憶實驗﹞中，詞首音素及重音節母音保留較顯著。
(4) 就性別差異而言，男性研究對象較傾向隨意猜測，而女性研究對象較著重聲音相關策略。
(5) 就期末考和即時回憶實驗而言，高一及高二生均在一些母音及子音組合顯現困難。
本研究結論為：
﹝１﹞詞彙編碼方面，初級程度的英語學習者較依賴音韻線索，而中級程度的英語學習者較依賴詞義聯想。
﹝２﹞在英語詞彙教學上，英語詞彙的子音組合、母音、和音節數值得更多重視。

This study aims to answer one question: What is the structure of English lexical storage in Chinese EFL learners, especially with respect to phonological organization?
In this thesis, answers to the two questions are sought via an examination of natural learner errors from a final term exam and elicited errors from immediate word recall experiments. The errors thus obtained were categorized to see which English lexical storage strategies have been employed─sound association, meaning association, or random guessing. In addition, phonologically-motivated errors were subcategorized according to preserved features: word-initial segments, word-final segments, position and quality of stressed vowel, and/or number of syllables.
The subjects participating in this study are all students from Municipal Taipei Nankang Senior High School (NKSH). All participating subjects were between 16 and 17 years of age. 337 students participated in the written test error study, with 165 freshmen and 172 sophomores. 161 students participated in the word recall experiment, of which 79 were freshmen and 82 sophomores. The major findings of this study are as follows:
(1) An overall tendency was that subjects’ lexical encoding strategies varied across year levels. The freshman group showed greater discrepancy in the distribution of error types than the sophomore group.
(2) With regard to specific lexical encoding strategies, the freshman group displayed a greater tendency toward sound-related errors. The sophomore group outnumbered the freshman group in meaning-related errors and random errors.
(3) As for preservation of phonological features, word-initial segment and word-final segment are more easily remembered in long-term memory retention (term exams) while word-initial segment and stressed vowels are more salient in short-term memory retention (immediate word recall experiment).
(4) Regarding gender differences, the male sophomore group showed a greater tendency toward random guessing, while the female group distinguished itself from the male subjects by showing a higher percentage count of sound-associated errors.
(5) Both the freshman and the sophomore group had problems with certain vowels and consonant clusters in the written test and on the word-recall experiment.
This study concludes that in Taiwan, (1) beginner-level EFL learners rely more on phonological cues in lexical storage while intermediate-level EFL learners are more dependent upon meaning associations, and (2) consonant clusters, vowels, and the number of syllables in a word require greater emphasis in the teaching of English vocabulary.

1.Introduction 1
2.Literature Review 4
2.1 Learner Errors 4
2.2 Orthography and Cross-linguistic Differences in
Phonological Processing 6
2.3 L1 Speech and Recall Errors 7
2.4 L2 Speech and Recall Errors 11
2.5 Phonological Encoding of English and Mandarin Chinese 14
3.Method
3.1 Collection and Analysis of Written Test Errors 31
3.1.1 Subjects 31
3.1.2 Procedures 32
3.2 Immediate Word Recall Experiment 32
3.2.1 Subjects 32
3.2.2 Instruments 33
3.2.3 Procedures 35
4. Results
4.1 Overview of Term Exam Errors 37
4.1.1 Sophomore vs. Freshman 39
4.1.2 Male vs. Female 40
4.1.3 Male Sophomore vs. Male Freshman 42
4.1.4 Female Sophomore vs. Female Freshman 44
4.1.5 Male Sophomore vs. Female Sophomore 45
4.1.6 Male Freshman vs. Female Freshman 46
4.2 Phonological Features in Sound-Associated Errors on
the Term Exam 47
4.2.1 Sophomore vs. Freshman 48
4.2.2 Male vs. Female 50
4.2.3 Male Sophomore vs. Male Freshmen 52
4.2.4 Female Sophomore vs. Female Freshmen 53
4.2.5 Male Sophomore vs. Female Sophomore 55
4.2.6 Male Freshmen vs. Female Freshmen 56
4.3 Further Information about the Sound-Associated Errors
on the Term Exam 57
4.4 Phonological Features in Sound-Associated Error Responses
on the Immediate Word-Recall Experiment 61
4.4.1 Sophomore vs. Freshmen 61
4.4.2 Male vs. Female 63
4.4.3 Male Sophomore vs. Male Freshmen 64
4.4.4 Female Sophomore vs. Female Freshmen 65
4.4.5 Male Sophomore vs. Female Sophomore 67
4.4.6 Male Freshmen vs. Female Freshmen 68
4.5 Further Information about the Immediate Word-Recall
Responses 70
4.5.1 Correct Recall Response 70
4.5.2 Blank Recall Responses 77
4.5.3 Sound-Associated Error-Recall Responses 83
5. Discussion 92
5.1 Implications of the Term Exam Errors 92
5.1.1 Sophomore vs. Freshman 92
5.1.2 Male vs. Female 93
5.1.3 Male Sophomore vs. Male Freshman 94
5.1.4 Female Sophomore vs. Female Freshman 95
5.1.5 Male Sophomore vs. Female Sophomore 96
5.1.6 Male Freshman vs. Female Freshman 96
5.2 Implications of the Term Error Percentage
Distribution 97
5.3 Phonological Features of Sound-Associated
Term Exam Errors 100
5.3.1 Sophomore vs. Freshman 100
5.3.2 Male vs. Female 100
5.3.3 Male Sophomore vs. Male Freshman 101
5.3.4 Female Sophomore vs. Female Freshman 101
5.3.5 Male Sophomore vs. Female Sophomore 102
5.3.6 Male Freshman vs. Female Freshman 102
5.4 Implications of Phonological Feature Preservation
Tendencies in Term Exam Errors 103
5.4.1 Differences in Group and Feature 103
5.4.2 Difficulty with Consonant Clusters 106
5.5 Implications of Immediate Word-Recall Responses 108
5.5.1 Sophomore vs. Freshman 108
5.5.2 Male vs. Female 109
5.5.3 Male Sophomore vs. Male Freshman 109
5.5.4 Female Sophomore vs. Female Freshman 110
5.5.5 Male Sophomore vs. Female Sophomore 110
5.5.6 Male Freshman vs. Female Freshman 111
5.6 Implications of the Word-Recall Error Responses 111
5.6.1 Phonological Feature Distribution 111
5.6.2 Group Differences 112
5.6.3 Percentages of Correct, Incorrect,and Blank
Responses 113
5.6.4 Difficulty with Consonant Clusters 113
5.7 Conclusion 119
5.7.1 Pedagogical Implication 121
References 123
Appendices
Appendix 1. Freshman Final Term Exam Test 126
Appendix 2. Sophomore Final Term Exam Test 127
Appendix 3. Subject Information on the Immediate Word-Recall
Experiment 128
Appendix 4. Word List for Immediate Word Recall Experiment 129
Appendix 5. Immediate Word Recall Experiment Answer Sheet 130

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