臺灣博碩士論文加值系統

本研究旨在探討聲韻表徵指標（聲韻覺識、語音知覺和構音表現）與中文識字能力的關係，以及書面符號的熟悉度是否會影響聲韻表徵。研究對象為一般學前及學齡兒童各25名和成人28名。檢測學前兒童的語音知覺、構音表現、聲韻覺識和注音符號辨識表現，檢測學齡兒童語音知覺、構音表現、聲韻覺識、識字正確性和閱讀流暢性表現，以及成人語音知覺、構音表現、識字正確性和流暢性表現。這些測驗乃用於探討三組不同文字符號熟悉度的族群：學前兒童、學齡兒童和成人，其組間聲韻表徵指標差異及組內聲韻表徵與中文識字的相關性。研究結果發現學前兒童組部分，控制月齡後語音知覺和構音表現無顯著相關，語音知覺、聲韻覺識和注音符號辨識表現三者間均有顯著相關；學齡兒童組部分，控制月齡及非語文智力測驗後，只有聲韻覺識和識字正確性及閱讀流暢性有顯著相關；成人組部分，構音表現、語音知覺和識字正確性及流暢性均無顯著相關；組間比較部分，聲韻覺識：學齡組優於學前組。語音知覺：成人優於學齡組，學齡組優於學前組。聲韻表徵指標對於初學中文識字表現存在關聯性，以及書面符號熟悉有助於聲韻表徵品質。

The purpose of this study is to investigate the relationships between phonological judgment tasks, namely phonological awareness (PA), speech perception (SP), articulation (AR), and word recognition. Another interesting issue is whether the familiarity of written symbol will influence ones phonological representation. A total of 25 normal preschool children, 25 normal school children, and 28 young adults were recruited in the present study. All participants preformed AR, SP and PA tasks, except for young adults there is no PA task. Preschool children also accomplished the Zhu Yin identification task, whereas school children were tested the assessment of Chinese character lists and single word reading fluency task. And lastly, young adults performed the Chinese naming task. In sum, the current study investigated the relationship of variables between and within groups with respect to different familiarity of written symbol. Overall results are as below: In the preschool children group, the SP, PA, Zhu Yin identification task correlated with each other significantly after controlling for the effect of age. In the school children group, the PA task was significantly related to assessment of Chinese character lists and single word reading fluency task after controlling for the effect of age and nonverbal IQ. In the young adults group, there was no significant relationship discovered among variables. Overall, the young adults group performed significantly better than the school children group in the SP task, whereas the school children group performed significantly better than the preschool children group both in the SP and PA task. Phonological processing was crucial for word identification ability in Taiwanese young children. Zhu Yin symbol or written symbol learning was helpful for building the quality of phonological representation.

目次
摘要…………………………………………………………………………………………i
英文摘要…………………………………………………………………………………ii
目次……………………………………………………………………………………iii
表次……………………………………………………………………………………iv
圖次………………………………………………………………………………………v
第一章緒論………………………………………………………………………………1
第二章文獻探討…………………………………………………………………………3
第一節聲韻表徵……………………………………………………………………3
第二節聲韻表徵與識字的關係…………………………………………………14
第三章研究方法…………………………………………………………………………23
第一節實驗一……………………………………………………………………23
第二節實驗二……………………………………………………………………30
第四章結論………………………………………………………………………………43
參考文獻…………………………………………………………………………………47
中文部分……………………………………………………………………………47
英文部分……………………………………………………………………………49
附錄………………………………………………………………………………………56
附錄一語音辨識測驗呈現圖示…………………………………………………56
附錄二挑異音作業材料…………………………………………………………57
附錄三閱讀流暢性測驗記錄紙…………………………………………………58

表次
表2-1 塞音、塞擦音和擦音的噪音時長關係表………………………………………13
表2-2 擦音-塞擦音的語音分類知覺聲學特徵…………………………………………13
表3-1 構音、語音辨識和中文唸名測驗的描述性統計………………………………29
表3-2 構音、語音知覺、識字正確性和識字流暢性之相關矩陣………………………29
表3-3 學齡兒童聲韻表徵和識字表現變項的描述性統計……………………………35
表3-4 學齡組控制月齡和非語文智力後變項間的淨相關……………………………35
表3-5 學前兒童聲韻表徵和注音辨識表現變項的描述性統計………………………37
表3-6 學前組控制月齡後變項間的淨相關……………………………………………37
表3-7 學前預測注音辨識表現的階層回歸性分析…………………………………39
表3-8 學前組控制月齡和注音正確性後變項間的淨相關……………………………40
表3-9 構音、語音辨識和聲韻覺識測驗結果的平均數（標準差）………………………40

圖次
圖2-1 塞音的標記辨識和區辨表現圖……………………………………………………7
圖2-2 塞擦音、擦音的波形圖和聲譜圖…………………………………………………11
圖3-1 /tɕi˥/和/ɕi˥/構音語音的波形圖與聲譜圖…………………………………………24
圖3-2 平均擦音反應率圖………………………………………………………………28
圖3-3 成人語音知覺與構音表現之關係散佈圖………………………………………29
圖3-4 學齡識字正確性與聲韻覺識表現之關係散佈圖………………………………36
圖3-5 學齡隨機流暢性與聲韻覺識表現之關係散佈圖………………………………36
圖3-6 學前語音知覺與聲韻覺識表現之關係散佈圖…………………………………38
圖3-7 學前聲韻覺識與注音辨識表現之關係散佈圖…………………………………38
圖3-8 學前語音知覺與注音辨識表現之關係散佈圖…………………………………39
圖3-9 學前與學齡兒童的語音知覺盒形圖……………………………………………40
圖3-10 學前與學齡兒童的聲韻覺識盒形圖……………………………………………41
圖3-11 三組受試者的語音知覺盒形圖……………………………………………41
圖3-12 三組的平均擦音反應率圖………………………………………………………42

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