臺灣博碩士論文加值系統

本研究探討六十六名大台北地區平均年齡71個月(五歲11個月)兒童之華語及英語能力；能力指標包含理解性及表達性詞彙量，聲韻覺識能力及注音符號能力；並探討兒童的華語能力是否能說明預測同時期英語表現。受試者來自大台北地區四間幼稚園。測驗包含下列華語及英語一對一測驗：(1)畢保德圖畫詞彙測驗；(2)圖片詞彙命名測驗；(3) 聲韻覺識測驗；(4)注音符號測驗。研究結果發現，華語及英語之理解性與表達性詞彙能力，與華語及英語之聲韻覺識能力間皆具顯著相關，顯示聲韻覺識對於兒童詞彙能力之相關性。線性迴歸分析結果發現，華語聲韻覺識能力，可預測51.9%之英語總分變異數；華語表達性詞彙則額外預測了4.7%之英語總分變異數，共計可預測56.6%之英語總分變異數。t檢定發現，英語表現高低分組間，在華語表現上亦具顯著差異，尤其在華語表達性詞彙能力及聲韻覺識能力上。研究建議，學習英語為第二外語兒童，只有在母語之聲韻覺識能力發展健全的前提下，方能有效學習必需的英語技能。

This study investigated 66 kindergarteners’ receptive vocabulary, expressive vocabulary, phonological awareness in both Mandarin and English, and Mandarin phonetic symbols skills, known as Zhu-Ying-Fu-Hao. This study aimed to explore if these 4 outcome measures in Mandarin significantly predict children’s English outcome concurrently. Participants’ average age is 71 months (5;11 year old). They received Peabody Picture Vocabulary Test (PPVT), Picture Naming, Phonological Awareness Test in both languages, and Mandarin phonetic symbols tests. Results showed that both Mandarin and English receptive and expressive vocabulary was significantly correlated with both Mandarin and English phonological awareness. English receptive and expressive vocabulary was also significantly correlated with Mandarin phonological awareness. In addition, linear regression analyses showed that Mandarin phonological awareness alone significantly predicted 51.9% of the variation in the total English outcome measures; expressive vocabulary in Mandarin predicted additional 4.7%. Furthermore, significant differences in the Mandarin skills were found between the high-English and low-English performance groups, especially in the Mandarin phonological awareness and expressive vocabulary skills. The findings suggest that young English learner can learn efficiently when their phonological awareness is well-developed.

目錄
誌謝
中文摘要 II
英文摘要 III
目錄 IV
表目錄 VI
圖目錄 VII
第一章 緒論 1
第二章 文獻探討 3
第一節 詞彙與聲韻覺識能力 3
第二節 研究問題 22
第三章 研究方法 24
第一節 研究對象 24
第二節 研究材料與工具 25
第三節 研究程序 27
第四節 統計方法 38
第四章 研究結果 40
第一節 受試者測驗表現 40
第二節 各分項能力間相關統計分析 44
第三節 可解釋英語表現之華語能力迴歸統計分析 49
第四節 英語高低分組間華語能力之獨立樣本t檢定分析 55
第五章 結果與討論 63
第一節 研究結果討論 64
第二節 研究建議 66
第三節 研究限制 67
第四節 結論 69
參考文獻 70
附錄
附錄一 受試者基本資料表 79
附錄二 家長同意書 80
附錄三 研究對象招募單 82
附錄四 命名表達性詞彙測驗 83
附錄五 自編聲韻覺識測驗 84
附錄六 注音符號測驗 85


表目錄
表1-1 華語理解性詞彙能力測驗比較表 9
表1-2 華語表達性詞彙能力測驗比較表 11
表 4-1-1 測驗結果 42
表 4-1-2 聲韻覺識測驗結果 43
表 4-2-1 華語及英語之理解性、表達性詞彙與聲韻覺識間相關分析摘要表 46
表 4-2-2 華語及英語之詞彙能力，與各聲韻覺識能力間之相關分析摘要表 48
表 4-3-1以華語聲韻覺識能力、華語表達性詞彙能力預測英語總分之迴歸分析
50
表4-3-2以華語音節、韻首及韻尾覺識能力預測英語總分之迴歸分析 53
表 4-4-1英語z分數總分之描述性統計 55
表 4-4-2英語高低分組間華語能力之獨立樣本t檢定 57
表 4-4-3英語高低分組間，不含注音符號測驗之華語能力獨立樣本t檢定 58
表 4-4-4 英語高低分組間之華語詞彙能力之獨立樣本t檢定 60
表 4-4-5 英語高低分組間之注音符號能力之獨立樣本t檢定 61
表4-4-6英語高低分組間，各分項聲韻覺識能力之獨立樣本t檢定 62

圖目錄
圖 1-1 雙語為動態的連續變項 4
圖 1-2 詞彙分為理解及表達兩個向度 8
圖1-3 母語之聲韻覺識能力有助第二語言學習 20
圖 3-1 華語命名測驗練習題 29
圖 3-2 華語修訂版畢保德圖畫詞彙測驗 30
圖 3-3 英語畢保德圖畫詞彙測驗 30
圖 3-4 音節聲韻覺識測驗施測流程 33
圖 3-5 音節聲韻覺識測驗施測流程(續) 34
圖 3-6 音節聲韻覺識測驗施測流程(續) 35
圖 3-7 韻尾聲韻覺識測驗施測流程 36
圖 3-8 首音聲韻覺識測驗施測流程 37
圖 4-3-1 可預測英語總分之華語能力 51
圖 4-3-2 可預測英語總分之華語聲韻覺識能力 54

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