臺灣博碩士論文加值系統

對於理解英語聽覺上所接收的訊息，音韻知識已經被視為一個首要的能力。也就是說，聽者必須具備切割連續的口語語言成小部份的能力，譬如能夠分辨字音和語調模式。音段和超音段關係密切，兩者對於學習者的聽力皆佔有重要的角色。先前的研究和理論都顯示超音段對於學習者的聽力理解有正面的影響，然而在音段與聽力理解之間的關聯卻鮮有直接的實證研究。因此，本研究以國小五年級學童為例，探討其音韻覺識中的音段與超音段層面對於聽力理解之關聯。
本研究共有106位國小五年級學生參與，每位學生共花了兩節課的時間，分別接受了音韻覺識測驗和聽力理解測驗。音韻覺識測驗包含了兩個層面，分別為音段和超音段，目的為測得學生的音段和超音段的能力。聽力理解測驗則是取自並改編於劍橋出版社針對國小學童英語能力所編制的聽力測驗題目，目的為測得學生在社交和情境狀況下的聽力能力。受試學生的音韻覺識和聽力理解測驗成績皆加以計算。本研究採用SPSS統計計量法(第15版)的相關分析來得知受試學生的音韻覺識與聽力理解之關係。
研究結果顯示學生的音韻覺識與聽力理解有極大的相關性。其中，音段與超音段皆與聽力有正面相關。總而言之，音韻覺識的音段與超音段能力對國小學童在聽力理解能力上扮演重要的角色。

Phonology has been viewed as an initial key component to understand auditory messages in English. That is to say, a listener has to segment the continuous stream of
speech into constituents, for example, distinguish the sounds and intonation patterns.
The relationship between segmental phonology and suprasegmental phonology is hierarchically related (Pennington, 1996), both of which play an important role in
learners’ listening ability. There are numerous studies (e.g., Karmiloff & Karmiloff-Smith, 2001; Nazzi, Betroncini & Mehler, 1998) and theories which (e.g.,Anderson-Hsieh, Johnson & Koehler, 1992; Taylor, 1993; Kuo, Kung & Pierce, 1997)indicate suprasegmental phonology has a positive effect on a learners’ listening comprehension; however, few empirical studies investigate the aspect of segmental
phonology and subjects’ listening comprehension. Hence, the purpose of the study was aimed to investigate the relationship between EFL young learners’ phonological
awareness, in the aspects of both segment and suprasegment, and listening comprehension.
The participants in the study were 106 fifth-grade elementary school students from three intact classes. The subjects are required to take the phonological awareness
test and listening comprehension test respectively. The phonological awareness test was divided into two major parts, the features of segmental and suprasegmental, to
examine subjects’ segmental and suprasegmental phonological processing ability. The listening comprehension test, adapted from Cambridge Young Learners English Test,was to elicit the subjects’ actual listening proficiency of understanding common social and situational context. The subjects’ scores of those two tests were calculated.
Further, statistical measure with Pearson Product-Moment Correlation in SPSS (version15.0) was employed to find out if there are any correlations between the subjects’ phonological awareness and their listening comprehension.
Results from this study showed that the subjects’ phonological awareness had a significant correlation with their listening comprehension. As for the two aspects of
phonology, both segmental phonology and suprasegmental phonology had significant correlation with the subjects’ listening comprehension. This study may therefore be of
some help in understanding the relationships between the two aspects of phonology and listening comprehension of EFL learners.
Key words: segmental phonology, suprasegmental phonology,
phonological awareness, listening comprehension

TABLE OF CONTENTS
ABSTRACT (ENGLISH) i
ABSTRACT (CHINESE) iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER ONE INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study 5
Research Questions 6
Significance of the Study 6
Definition of Terms 7
Organization of the Study 11
CHAPTER TWO LITERATURE REVIEW 12
Phonological Description 12
The Relationship Between Segmental and Suprasegmetal Phonology 14
Segmental Phonology 16
Syllables 17
Onset and Rime 17
Phoneme 18
The Role of Segmental Phonology in Listening Comprehension 19
Suprasegmental Phonology 22
Stress 24
Intonation 28
Pause 32
The Importance of Suprasegmental Phonology in Listening Comprehension 33
Related Studies on Suprasegmental Phonology in Listening Comprehension 36
The Importance of Listening Comprehension 39
Process of Listening Comprehension 41
Factors Involved in Listening Comprehension 44
Summary of Chapter Two 46
CHAPTER THREE METHOD 49
Participants 49
Instruments 50
The Selection of Material 50
Phonological Awareness Test 51
Segmental Tasks 52
Suprasegmental Tasks 54
Listening Comprehension Test 57
Procedures 59
Data Analysis 59
The Pilot Study 60
CHAPTER FOUR RESULTS AND DISCUSSION 63
Results of Phonological Awareness Test 64
Results of Segment and Suprasegment in Phonological Awareness Test 65
Results of Listening Comprehension Test 70
Results of the Correlation Between Phonological Awareness
and Listening Comprehension 72
Discussion of the Correlation Between Phonological Awareness
and Listening Comprehension 74
Results of the Correlation Between Segmental Phonological Processing Ability and Listening Comprehension 75
Discussion of the correlation between Segmental Phonological Processing Ability and Listening Comprehension 77
Results of the Correlation Between Suprasegmental Phonological Processing Abiltiy and Listening Comprehension 78
Discussion of the correlation between Suprasegmental phonological Processing Ability and Listening Comprehension 80
CHAPTER FIVE CONCLUSIONS 82
Summary of the Major Findings of the Study 82
Pedagogical Implications 84
Limitations of the Study 87
Suggestions for Further Studies 88
Concluding Remarks on the Study 89
REFERENCES 91
APPENDICES 105
Appendix A: Phonological Awareness Test 105
Appendix B: The Answer Sheet for Phonological Awareness Test 111
Appendix C: Listening Comprehension Test (YLE) 116
Appendix D: The Certificate of Listening Comprehension Test Authorized by Cambridge YLE Tests 125


LIST OF TABLES
Table 3.1 Development of the Listening comprehension test 58
Table 4.1 The Mean, Range and Standard Deviations of Subjects Scores in the Phonological Awareness Test 64
Table 4.2 The Mean, Range and Standard Deviations of Subjects Scores in the Segment and Suprasegment of PAT 66
Table 4.3 The Mean, Range and Standard Deviations of Subjects Scores in the Six Tasks of PAT 68
Table 4.4 The Mean, Range and Standard Deviations of Subjects Scores in Listening Comprehension Test 71
Table 4.5 Correlation Between Phonological Awareness and Listening Comprehension 73
Table 4.6 Correlation Between Segmental Phonological Processing Ability and Listening Comprehension 76
Table 4.7 Correlation Between the Components of the Segmental Phonology and Listening Comprehension 76
Table 4.8 Correlation Between Suprasegmental Phonological Processing Ability and Listening Comprehension 80
Table 4.9 Correlation Between the Components of the Suprasegmental Phonology and Listening Comprehension 79


LIST OF FIGURES
Figure 2.1 Hierarchical Relationship of Breath, Prosodic Phonology and Segmental Phonology 15
Figure 4.1 The Frequency Distribution of the Scores in the PAT 65
Figure 4.2 The Frequency Distribution of the Scores in Segmental Tasks 66
Figure 4.3 The Frequency Distribution of the Scores in Suprasegmental Tasks 67
Figure 4.4 The Frequency Distribution of the Scores in the Listening Comprehension Test 72

Acredolo, L., & Goodwyn, S. (1988). Symbolic gesturing in normal infants. Child development, 59, 450-466.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Anderson, A. & Lynch, T. (1988). Listening. New York: Oxford University Press.
Anderson-Hsieh, J. (1990). Teaching suprasegmentals to international teaching assistants using field-specific materials. English for specific purpose, 9, 195-214.
Anderson-Hsieh, J. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segments, prosody, and syllable structure. Language learning, 42(4), 529-555.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, Mass: Harvard University Press.
Aslin, R. N. & Linda .B. Smith. (1988). Perceptual development. Annual Review of Psychology 39. 435-73.
Avery, P. & Ehrlich, S. (1996). Teaching American English pronunciation. New York: Oxford University Press.
Bai, H. B. (1994). The Teaching and Learning of English Stress and Intonation in Taiwan Junior High Schools. M. A. Thesis, National Chengchi University.
Blevins, J. (1995). The syllable in phonology theory. In John A. Goldsmith ed., The Handbook of Phonological Theory, 206-44. Cambridge, Mass.: Blackwell.
Brown, G. (1978). Understanding spoken language. TESOL Quarterly, 12(3), 271-283.
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. New York: Pearson Education.
Bryant, P. E., Maclean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme deletion and learning to read. Developmental Psychology, 26, 429-438.
Buck, G. (1991). Assessing listening. Cambridge, UK: Cambridge University Press.
Calfee, R., Chapman, R., & Venezky, R. (1972). How a child needs to think to learn to read. In L. Gregg (Ed.), Cognition in learning and memory, (pp. 139-182). New York: Wiley.
Cambridge ESOL (2001). Cambridge starters 2: Examination papers from the University of Cambridge Local Examinations Syndicate. Cambridge: Cambridge University Press.
Cambridge ESOL (2001). Cambridge movers 2: Examination papers from the University of Cambridge Local Examinations Syndicate. Cambridge: Cambridge University Press.
Cambridge ESOL (2001). Cambridge flyers 2: Examination papers from the University of Cambridge Local Examinations Syndicate. Cambridge: Cambridge University Press.
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77 -111.
Celce-Murcia, M., & Brinton, D.M., & Goodwin, J.M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
Chard, D. J. & Dickson, S. V. (1999). Phonological Awareness: Instructional and
Assessment Guidelines. Retrieved April 17, 2010 from http://web.ebscohost.com/ehost/detail?vid=2&hid=108&sid=5db32aac-ee19-476b-92fa-1bbd99c6f2e8%40sessionmgr104&bdata=Jmxhbmc9emgtdHcmc2l0ZT1laG9zdC1saXZl#db=eric&AN=EJ585800
Chen, S. H., & Chien, L. C. (2002). A developmental study on phonological awareness spelling in Taiwanese EFL children. English Teaching and Learning, 27(1), 41-66.
Cheung, H. (1995). Predicting pronunciation accuracy in a second language: The role of phonological awareness. Psychology, 38, 266-274.
Cheng, H. C. (2002). Acoustic properties of Taiwanese high school student’s English intonation. Unpublished masters’ thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Cheng, L. H. (2009). Chinese EFL senior high students’ acquisition of English noun-verb stress patterns. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Chiappe, P., Siegel, L. S., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.
Clark, H. H. & Clark, E. V. (1977). Psychology and language. New York: Harcourt Brace Jovanovich.
Crystal, D. (2003). A dictionary of linguistics and phonetics. (5th Ed.) Cambridge, UK ; New York : Cambridge University Press.
Culter, A., Dahan, D. & van Donselaar, W. (1997). Prosody in the comprehension of spoken language: a literature review. Language and Speech, 40(2), 141-201.
Dalton, C. & Seidlhofer, B. (1994). Pronunciation teaching. New York, NY: Oxford University Press.
Davis, S. M. & Kelly, M. H. (1997). Knowledge of the English noun-verb stress difference by native and nonnative speakers. Journal of memory and language, 36, 445-460.
de Jong P. F., Seveke, M.-J., & van Veen, M. (2000). Phonological sensitivity and the acquisition of new words in children. Journal of Experimental Child Psychology, 76, 275-301.
Devine, T. G. (1982). Teaching study skills. Boston, MA: Allyn & Bacon.
Dixon, M., Stuart, M., & Masterson, J. (2002). The relationship between phonological awareness and the development of orthographic representations. Reading and Writing: An Interdisciplinary Journal, 15, 295-316.
Fisch, S. M., Cohen, D. I., McCann, S. K., & Hoffman, L. (1993). Young children’s comprehension of television: the role of visual information and intonation. (Eric Document Reproduction Service No. ED 428 879).
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow:
Longman.
Gilbert, M. B. (1988). Listening in school: I know you can hear me - But are you listening? Journal of the International Listening Association, 2, 121-132.
Gleitman, L. R., & Wanner, E. (1982). Language acquisition: the state of art. In L. R. Gleitman & Wanner (Eds.), Language acquisition: the state of the art. Cambridge, England: Cambridge University Press.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum Associates Ltd.
Hanson, J. & Whalley, K. (2006). The role of prosodic sensitivity in children’s reading development. Journal of Research in Reading, 29(3), 288-303.
Hayes, B. (1995). Metrical stress theory: principles and case studies. Chicago: University of Chicago Press.
Hu, C. F. (2003). Phonological memory, phonological awareness, and foreign
language word learning. Language Learning, 53, 429-462.
Hu, C. F. (2004). Learning to spell with poor phonological awareness. English Teaching & Learning, 28(4), 31-52.
Hu, C. F. & Schuele, C. M. (2005). Learning nonnative names: The effect of poor native phonological awareness. Applied Psycholinguistics, 26, 343-362.
Huang, H. S. & Hanley, J. R. (1994). An overview of research on phonological awareness and reading ability. Journal of National Taiwan Teachers College, 7, 115-168.
Jusczyk, P. W. (1987). Toward a model of the development of speech perception. In A. Allport, D. MakKay, W. Prinz, & E. Scheerer (eds.) Language perception and production: Relationships between listening, speaking, reading and writing. Orlando, FL: Academic Press.
Karmiloff & Karmiloff-Smith, A. (2001). Pathways to language from fetus to adolescent. England; Cambridge, USA: Harvard University Press.
Kirtley, C., Bryant, P. E., Maclean, M., & Bradley, L. (1989). Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48, 224-245.
Kuo, F. J. (2004). The relationship between stress teaching and high or low achievers. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Kuo, F. L., Kung, H. I. & Pierce R. D. (1997). A study in acoustic measurement of syllable duration and effectiveness of English Suprasegmental instruction. (NSC86-2411-H-018-003).
Lederer, A., & Kelly, M. H. (1991). Prosodic correlations to the adjunct/complement distinction in motherese. Papers and reports on child language development, 30.
Lee, C. Y. (2005). English stress teaching and learning. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Liberman, A. and Mattingly, I. (1985). The motor theory of speech perception revised. Cognition, 21, 1-36.
Liberman, I., Shankweiler, D., Fisher, F. & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The modern language journal, 75 (2), 196-204.
Lungberg, I. (1988). Preschool Prevention of Reading Failure: Does Training in Phonological Awareness Work? In R. L. Masland & (eds.). Preschool Prevention of Reading Failure. Parkton, MD: New York.
Mazuka, R. (1995). Can a grammatical parameter be set before the first word? Prosodic contributions to early setting of a grammatical parameter. In J. Morgan & K. Demuth (eds.), signal to syntax: bootstrapping from speech to grammar in early acquisition.
Mehler, J., Jucszyk, P., Lambertz, G., Halsted, N., Bertoncini, J., & Amiel_Tison, C. (1988). A precursor of language acquisition in young infants. Cognition, 29, 143-178.
Mendelsohn, D. J. (1983). There are strategies for listening. Paper presented at the 1983 TEAL Convention in Vancouver. (Eric Document Reproduction Service No. ED 246 468).
Metsala, J. L. (1999). Young children’s phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
Ministry of Education. (2004). The nine-year integrated curriculum guidelines for junior and elementary school education.
Morais, J. (1991). Phonological Awareness: Language and Literacy. In Sawyers, J. & B. Fox. 1991. Phonological Awareness in Reading: the Evaluation of Current Perspectives. Springer-Verlag.
Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45-64.
Morgan, J. (1986). From simple input to complex grammar. Cambridge, MA: MIT Press.
Muter, V., & Diethelm, K. (2001). The contribution of phonological skills and letter knowledge to early reading development in a multilingual population. Language Learning, 51, 187-219.
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25, 51-75.
Nazzi, T., Bertoncini, J., & Mehler, J. (1998). Language discrimination by new-borns: towards and understanding of the role of rhythm. Journal of Experimental Psychology: Human perception and performance, 24, 756-766.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437.
O’ Malley, M. H. (1973). The use of prosodic units in syntactic decoding. (Eric Document Reproduction Service No. ED 101 537).
Orion, F. G. (1998). Pronouncing American English: sound, stress, and intonation. Boston, Massachutts: Heinle Publishers, Inc.
Pearson P. D., Fielding L. (1983). Instructional implication of listening comprehension research. (Eric Document Reproduction Service No. ED 227 464).
Pennington M. C., Richard J. C. (1986). Pronunciation revisited. TESOL Quarterly. 20, 207-225.
Pennington, M. C. (1996). Phonology in English language teaching: an international approach. New York: Longman.
Pierce, R. D., Kuo, F. L. & Kung, H. I. (1996). English syllable duration: comparative analysis for Chinese EFL speakers. Proceedings of ROC TEFL oral skills conference, 287-304.
Prator, C. H., & Robinett, B. W. (1985). Manual of American English pronunciation.
New York: Holt, Rinehart, & Winston.
Purdy, M. (1997). What is listening? In M. Purdy & D. O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437.
Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Rivers, W. M. & Temperly, M. D. (1978). A practical guide to the teaching of English as a second or foreign language. New York, NY: Oxford University Press.
Roger, H. W. (1984). Spelling, word recognition and phonemic awareness among first grade children. Unpublished doctoral dissertation, the University of Texas, Austin .
Rost, M. (1999). Listening in language learning. New York: Pearson Education.
Rost, M. (2002). Teaching and researching listening. London: Longman.
Savage, R., & Carless, S. (2005). Phoneme manipulation not onset-rime manipulation ability is a unique predictor of early reading. Journal of Child Psychology and Psychiatry, 46 (12), 1297-1308.
Selkirk, E. (1982). The Syllable. In van der Hulst, Harris & N. Smith (eds.) The structure of phonological representations (part II). Foris Publications. 337-83.
Scarcella, R. C. & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston, MA: Heinle & Heinle.
Schwartz, A. M. (1998). Listening in a foreign language. (ERIC Document
Reproduction Service No. ED 433 723).
Scott, V. J. (1995). The effects of phonological awareness training on word recognition and decoding skills of students with a reading disability. PhD thesis: Unpublished.
Schreiber, P. A. (1987). Prosody and structure in children’s syntactic processing. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language. (pp
243-270). San Diego: Academic Press Inc.
Slobin, D. I. (1982). Universal and particular in the acquisition of language. In E. Wanner & L. R. Gleitman (Eds.), Language acquisition: the state of the art, (128-170). Cambridge, England; Cambridge University Press.
Speer, S. R., Crowder, R. G. & Thomas, L. (1993). Prosodic structure and sentence recognition. Journal of memory and language, 32, 336-358.
Studdert-Kennedy, Michael. (1987). The phoneme as a perceptuomotor structure. In A. Allport, D. Mackay, W. Prinz & E. Scheerer (eds.) Language perception and production: Relationship between listening, speaking, reading and writing. Orlando: FL: Academic Press.
Su, F. H. (2001). Phonological awareness, misspelling, and irregular English orthography: A pilot study with Chinese college students. Papers from the Eighteenth Conference on English Teaching and learning. Taipei: Crane.
Taylor, S. D. (1993). Intonation and accent in English: what teachers need to know. IRAL, 31(1), 1-21.
Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In P. B. Gough, L. C. Ehri & R. Treiman (eds). Reading acquisition. New Jersey: Lawrence Erlbaum Association, Inc.
Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In S. A. Brady & D. P. Shankweiler (eds.), Phonological processes in literacy. Hillsdale, NJ: Lawarence Erlbaum Associates.
Tunmer, W. & M. Roul. (1991). Phonological awareness and reading acquisition. In Sawyers, J. & B. Fox. 1991. Phonological awareness in reading: the evaluation of current perspectives. Springer-Verlag.
Tunmer, R. (1992). The role of intrasyllabic units in learning to read and spell. In P. B. Gough, L. C. Eric & R. Treiman (eds). Reading acquisition. New Jersey: Lawrence Erlbaum Association, Inc.
Venderplank, R. N. (1981). Only in the language laboratory: dynamic stress matching as an aid to the development of listening comprehension.(Eric Document Reproduction Service No. ED 225 402).
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192 -212.
Warren, P. (1996). Prosody and parsing: an introduction. Language and cognitive processes, 11, 1-16.
Walley, A.C. (1993). The role of vocabulary Development in children’s spoken word recognition and segmentation ability. Developmental Review 13. 286-350.
Walker-Andrews, A., & Grolnick, W. (1983). Discrimination of vocal expressions by young infants. Infants behavior and development, 6, 491-498.
Wang, L. C. (2000). A study on the relationship between Chinese EFL learners’ knowledge and performance in suprasegmental discrimination. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Waterson, P. (1971). Child phonology: A prosodic review. Journal of linguistics 7. 179-211.
Wolf, M. & Vellutino, F. (1993). A psycholinguistic account of reading. In J.B. Gleason & N.B. Ratner (eds.), Psycholinguistics, 352-287. Holt, Rinehart & Winston, Inc.
Wolvin, A. D. & Coakley, D. G. (1988). Listening (3rd ed.). Dubuque, IA: William C. Brown.
Wong, R. (1987). Teaching pronunciation: Focus on English rhythm and intonation. New York: Prentice-Hall, Inc.
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading research quarterly, 23, 159-177.
Yopp, H. K. (1992). Developing phonemic awareness in young children. The reading teacher, (45)9, 669-703.