臺灣博碩士論文加值系統

本文的目的即針對台北地區三種不同常見的雙語兒童型態，探索其詞彙定義能力。實驗的受試者包含三個雙語兒童組：(1) 沈浸式教學之國英雙語兒童組(Mandarin-English bilingual children in immersion program)；(2)雙語式教學之國英雙語兒童組(Mandarin-English bilingual children in bilingual program)；(3) 單語式教學之國台雙語兒童組(Mandarin-Taiwanese bilingual children in monolingual program)以及三個年齡組:幼稚園中班、大班以及國小一年級。除了中文的詞彙定義測驗，所有受試的雙語兒童也接受三種語言測驗 (國語、英語、台語)以及高層分類名稱（superordinate terms）的理解認知能力測驗，還有物體分類能力(superordinate classification)的測驗，以作為進一步的控制。測試的主要目的，就是想要瞭解不同的雙語型態，究竟會對於語言本身敏感度的發展(metalinguistic development)帶來什麼樣的影響。本研究結果顯示，只有在小學一年級的年齡組中，發現在幼稚園裡接受沈浸式教學之國英雙語兒童其定義能力的表現比單語式教學之國台雙語組兒童好。而單語式教學之國台雙語組又比接受雙語教學之國英語雙語組好。而造成沈浸式國英雙語兒童與單語式教學之國台雙語組在定義能力上的差異，主要原因是，因為其第二語的習得路徑是不同的。沈浸式國英雙語兒童的英文，是透過學校環境，有意識地學習而來的（learned）；而單語式國台雙語兒童的台語，則是在自然的語言環境中，呈現無意識地學習方式(acquired)。而雙語式教學之國英雙語兒童在定義測驗上表現上比另外一組國英雙語兒童差主要的原因是沈浸式教學之國英雙語兒童接觸較多第二外語的刺激。在作為實驗控制用途的『高層分類名稱理解』與『物體分類』的測驗中，發現不同的雙語兒童組別在這兩項工作上並沒有顯著差異，只有年齡組的差別。此顯示出這些不同的兒童雙語組本身並沒有哪一組具有較優越的相關認知能力。除此之外，實驗也進一步排除了一種可能性，就是擁有較優越定義能力的雙語組，其優越性是來自於較好的三種語言能力。本文的結論是，只有在學校裡長期且大量地接受第二語教育的雙語兒童，才會對抽象的語言系統本身(metalinguistic skill)，擁有較顯著優越的能力。

The aim of this study is to examine the word definition skills of three different groups of Chinese bilingual children. These three bilingual groups are: (1) Mandarin-English bilingual children in an immersion program (ME-I); (2) Mandarin-English bilingual children in a bilingual program (ME-B); (3) Mandarin-Taiwanese bilingual children in a monolingual program (MT-M). There are also three age levels: (1) middle class in the kindergarten (K2); (2) top class in the kindergarten (K3); and (3) first grade in the elementary school (G1). In addition to the Chinese word definition task, these children’s language proficiency in three languages (Mandarin, English, Taiwanese), comprehension of related superordinate terms and their flexibility in classifying various sorts of objects were also examined as controls. One of our major concerns is on the possible differences on the metalinguistic development of these three bilingual groups. Results from the word definition task indicated that Mandarin-English bilinguals of first graders who had once enrolled in an immersion program perform significantly better than their Mandarin-Taiwanese counterparts as well as the Mandarin-English bilinguals in the bilingual program. The differences between Mandarin-English bilinguals in immersion program and Mandarin-Taiwanese bilinguals in monolingual program would be caused by their different route in acquiring the second language while the differences between the two types of Mandarin-English bilinguals would be caused by their different amounts of input of the second language. In the two control tasks, the comprehension of the superordinate term and the object classification task, no differences were found among these three different groups. Besides, the possibility that the source of the significant growth in word definition might come from these children’s better language proficiency was also excluded by further examination. To conclude, only bilingual children who receive second language education at school with enough stimuli will show better metalinguistic skills.

List of Tables……………………………………………………………….………..iii
List of Figures………………………………………………………………………..vi
Chapter 1 Introduction……………………………………………………………….1
1.1 Background………………………………………………………………….1
1.2 Purpose………………………………………………………………………3
1.3 Design of this study…………………………………………………………4
1.4 Organization…………………………………………………………………5
Chapter 2 Literature Review……………..…………………………………...…….6
2.1 Bilingual children’s cognitive advantages..………...………………………6
2.2 Monolingual and bilingual children‘s metalinguistic awareness…..….……8
2.2.1 Word awareness in children………………………………………...9
2.2.2 A task to access children''s awareness of words: word definition …...10
2.2.3 The developments of metalinguistic awareness in bilingual children.11
2.3 Acquisition and learning in the second language...........................................13
2.4 Domestic studies on childhood bilingualism………………………………..14
Chapter 3 Bilingual Subjects: Their Language Proficiency and Classifications ……17
3.1 Introduction………………………………………………………………...17
3.2 Subjects…………………………………………………………………….18
3.3 Language proficiency tests.. ……………………………………………….19
3.3.1 The use of Taiwanese test…………………………………………..23
3.3.2 The results on the language proficiency…………………………….25
3.4 Summary…………………………………………………………………...55
Chapter 4 Experimental Tasks………………………………………………………. 56
Task I: Free Word Definition………….………………………………………..56
4.1 Introduction…………………………………………………………………56
4.2 Method……………………………………………………………………...57
4.2.1 Materials…………………………………………………………….57
4.2.2 Procedure……………………………………………………………57
4.3 Coding and scoring..………………………………………………………..58
4.4 Results on the word definition task………………………………………...60
4.5 The semantic property and syntactic form of the children’s word definition………………………………………………………………………..62
4.5.1 Classification of the content and form of expressed word definition.63
4.5.2 Scorings……………………………………………………………..65
4.5.3 Results……………………………………………………………….66
4.6 Summary……………………………………………………………………82
TaskII: Object Classification Task and Comprehension of Superordinate Term…… 85
4.7 Method……………………………………………………………………..85
4.7.1. Materials and procedure……………………………………………85
4.8 Coding and scoring…….…………………………………………………..89
4.9 Results……….……………………………………………………………..89
4.10 Summary ….……………………………………………………………..93
Chapter 5 General Discussion and Conclusion……………………………………..94
References…………………………………………………………………………...104
Appendices…………………………………………………………………….…….111

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