臺灣博碩士論文加值系統

本研究的主要目的在探討台灣國小四年級的學童中文聲韻覺識、英文聲韻覺識與英文識字能力的相關性；以及中文聲韻覺識對英文聲韻覺識能力、中文聲韻覺識對英文識字以及中文聲韻覺識對英文識字的預測力。研究對象為台北縣國小四年級71名學童，以中文為母語且在學習一學年英語之後，接受中文聲韻覺識、英文聲韻覺識與英文識字三項測驗，以了解此三方面之發展現況，並探究其相關與預測力。
本研究中之中文聲韻覺識測驗採用曾世杰所編織聲韻覺識的測量，包含兩個分測驗：聲調處理與注音能力（聲母注音與韻母注音）；英文聲韻覺識測驗為研究者自編，有六項分測驗：同韻判斷、聽覺區辨、數音節、首音判斷、尾音判斷、數音素；英文識字測驗亦為研究者自編，分為兩大題：英文聽音辨字與英文見字讀音。
蒐集測驗分數之後，經由敘述性統計了解國小四年級學童在中文聲韻覺識、英文聲韻覺識與英文識字能力三方面的能力現況；並以皮爾遜積差相關求得三者之相關，再以逐步多元迴歸分析求得中文聲韻覺識對英文聲韻覺識、中文聲韻覺識對英文識字能力，以及英文聲韻覺識對英文識字能力的預測力情形。
研究結果顯示研究對象的中文聲韻覺識能力良好；英文聲韻覺識能力中以同韻判斷的能力最好，數音素的能力最差；而英文識字能力方面，聽音辨字的能力較見字讀音的能力好。
中文聲韻覺識、英文聲韻覺識、英文識字三者之間都達到了顯著相關的水準：英文聲韻覺識與英文識字的相關最高，且以首音判斷對英文識字能力最具預測力；中文聲韻覺識與英文聲韻覺識的相關次之，且以聲調處理對英文聲韻覺識最具預測力；相關係數最低的是中文聲韻覺識與英文識字，其預測力也不高。
本研究證實了以中文為母語的學童所發展出的中文聲韻覺識能力對英文聲韻覺識有一定程度的影響；英文聲韻覺識的能力更能有效的預測英文識字能力。研究者建議在國小一年級國語教學時即可加強國語的聲韻覺識的教學課程，藉以輔助英文聲韻覺識能力的發展，而良好的英文聲韻覺識能力對未來英文識字的能力更有助益。

The main purposes of this study were to investigate the relationships among Chinese phonological awareness, English phonological awareness and English word recognition by fourth graders in an elementary school in Taipei County, and to discover the predictability power of Chinese phonological awareness for English phonological awareness, Chinese phonological awareness for English word recognition and English phonological awareness for English word recognition.
The subjects of this study were 71 Chinese fourth graders, selected from an elementary school in Taipei County, with English learning experience at school for one year. The instruments included tests on Chinese phonological awareness (perceiving tones and transcribe zhuyin fuhao), English phonological awareness (rhyming words, auditory discrimination, syllables counting, identification of initial sounds and ending sounds, and phonemes counting) and English word recognition (word discrimination and pseudo-word spelling).
The test scores, after being computed by descriptive statistics, revealed the subjects’ performance in Chinese phonological awareness, English phonological awareness and English word recognition. Generally speaking, the subjects have good ability of Chinese phonological awareness. Among the tests of English phonological awareness, performance in rhyming words was the best and that in phonemes counting was the worst. As for English word recognition, the subjects’ performance in word discrimination was better than that in pseudo-word spelling.
The correlation between each pair among the three aspects, in turn, was obtained by conducting Pearson product-moment correlation. The correlations between Chinese phonological awareness, English phonological awareness and English word recognition were prominent. Among them, English phonological awareness and English word recognition were most closely correlated, the correlation between Chinese phonological awareness and English phonological awareness was secondary, and the correlation between Chinese phonological awareness and English word recognition was the least correlated.
The predictability of Chinese phonological awareness for English phonological awareness, Chinese phonological awareness for English word recognition and English phonological awareness for English word recognition was obtained from stepwise multiple regression analyses. Chinese tone perception was the best predictor for English phonological awareness, and among the tests of English phonological awareness, the ability of identifying the initial sounds can best predict the performance of English word recognition. As for the predictability of Chinese phonological awareness for English word recognition, there is hardly any predictability power.

目 次
第一章 緒論…………………………………………………………………………1
第一節 研究背景………………………………………………………………… 1
第二節 研究目的與研究問題…………………………………………………… 4
第三節 名詞定義………………………………………………………………… 5

第二章 文獻探討……………………………………………………………………6
第一節 聲韻覺識的意義………………………………………………………… 6
第二節 中英文聲韻覺識的測量………………………………………………… 8
第三節 中英文聲韻覺識與閱讀的關係…………………………………………13
第四節 中英文聲韻覺識與英文識字能力關係之研究…………………………25

第三章 研究方法………………………………………………………………… 30
第一節 研究架構…………………………………………………………………30
第二節 研究對象…………………………………………………………………31
第三節 研究程序…………………………………………………………………33
第四節 研究工具…………………………………………………………………34
第五節 資料處理…………………………………………………………………38

第四章 研究結果與討論………………………………………………………… 39
第一節 中英文聲韻覺識與英文識字的能力現況………………………………39
第二節 中文聲韻覺識、英文聲韻覺識與英文識字三者的相關性……………43
第三節 中英文聲韻覺識與英文識字三者間的預測力…………………………49

第五章 結論與建議……………………………………………………………… 61
第一節 研究結論…………………………………………………………………61
第二節 研究限制…………………………………………………………………63
第三節 研究建議…………………………………………………………………64

參考文獻…………………………………………………………………………… 67

附錄
附錄一…………………………………………………………………………… 74
附錄二…………………………………………………………………………… 80
附錄三…………………………………………………………………………… 85
附錄四…………………………………………………………………………… 86
附錄五…………………………………………………………………………… 88
附錄六…………………………………………………………………………… 90
附錄七…………………………………………………………………………… 91

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