臺灣博碩士論文加值系統

本研究探討雙語一年級及五年級學童聲韻與詞素的覺識與英、漢語認字的相關性，以及上述兩種覺識能否跨語言預測文字認讀。英、漢聲韻覺識測驗皆採用聲母刪音測驗。英語詞素覺識採複合詞測驗及派生詞測驗；漢語詞素覺識採同音詞素測驗及複合詞測驗。結果顯示，以語言內的預測力而言，聲韻覺識與漢字認讀相關，但在控制了詞素覺識後，其相關性變得不顯著。相反的，漢語詞素覺識在控制了漢語聲韻覺識後，仍能有效預測漢字認讀。在英文認字方面，其結果與漢字認讀相似。英語詞素覺識比英語聲韻覺識有更好的預測力。以跨語言的預測力而言，英語派生詞覺識可以跨語言預測漢字認讀，而此預測力獨立於漢語聲韻覺識與詞素覺識之外，所以英漢聲韻、詞素覺識的綜合指標能更有效的預測漢字認讀。此結果建議雙語學校於漢語安置測驗時將英語派生詞的能力列入考量，以為雙語學童做最能反應該學童語言能力的安置。

The present study investigated the contributions of phonological and morphological awareness to predicting word reading within and across languages among first-grade and fifth-grade Chinese-English bilinguals.
Phonological awareness was measured by deletion tests in both Chinese and English. Morphological awareness of English was measured by compound construction and derivational morphology; morphological awareness of Chinese was measured by homophone sensitivity and compound construction. The results showed that within predictors of each language, Chinese phonological awareness was associated with Chinese character reading, but its significance disappeared after controlling for morphological awareness of Chinese. However, morphological awareness of Chinese made a significant unique contribution to Chinese character reading after taking phonological awareness of Chinese into account. Similar patterns of results were obtained in predicting English word reading, where morphological awareness of English, rather than phonological awareness, was the unique predictor of English word reading. Across the languages, awareness of English derivational morphology predicted unique variance in Chinese character reading over and above phonological and morphological awareness of Chinese. These results suggest additionally involving awareness of English derivational morphology can better predict Chinese character reading than involving Chinese measures alone. Thus, it is suggested that English morphological awareness be included in the placement test battery for assessing Chinese literacy among Chinese-English bilinguals.

表目錄…………………………………………………………………………v
第一章 緒論
1.1 研究動機與目的…………………………........……………………… 1
1.2 名詞釋義…………………………………………........……………… 2
1.3 研究架構…………………………………………………........……… 4
第二章 文獻探討
2.1 聲韻覺識………………………………………………...……… 5
2.1.1 英語聲韻覺識與認字……………………………7
2.1.2 漢語聲韻覺識與認字……………………………..…………8
2.2 詞素覺識……………………………………………….…………11
2.2.1 英語詞素覺識與認字………………………………....……..12
2.2.2 漢語詞素覺識與認字………………………………………...14
2.3 聲韻覺識與構詞覺識的關係……………………………..………16
2.4 跨語言的後設語言覺識……………………………………..……19
2.4.1 雙語者……………………………………………………..… 19
2.4.2 同書寫系統後設語言覺識的遷移…………………………...20
2.4.3 異書寫系統後設語言覺識的遷移………………………….. 20
第三章 研究方法……………………………………………………………....25
3.1 研究對象…………………………........………………………………....25
3.2 研究工具及程序…………………………………………………............25
第四章 研究結果……………………………………………………………....30
4.1 敘述統計與關聯性分析………………………………………..…31
4.2 英漢後設語言覺識與漢字認讀…………………………………..33
4.3 英漢後設語言覺識與英文認字…………………………………..36
第五章 綜合討論……………………………………………………………....38
5.1 漢語的後設語言覺識與漢字認讀…………………………….....39
5.2 英、漢語後設語言覺識綜合指標與漢字認讀…………………..40
5.3 英語的後設語言覺識與英文認字……………………………..…42
5.4 英、漢語後設語言覺識綜合指標與英文認字…………………..43
5.5 結論…………………………………………………………….....44
第六章 教學應用及未來發展………………………………………………....45
6.1 教學應用…………………………………………………………..45
6.2 研究限制及未來發展………………………………………….….46
參考文獻…………………………………………………………………….....47
附錄一 英語聲韻覺識測驗…………………………………………………....55
附錄二 漢語聲韻覺識測驗…………………………………………………....56
附錄三 漢語同音詞素測驗 …………………………………………………...57
附錄四 漢語複合詞測驗……………………………………………………....58
附錄五 英語派生詞測驗……………………………………………………....59
附錄六 英語複合詞測驗……………………………………………………....60
附錄七 漢字認讀……………………………………………………………....61
附錄八 英文認字……………………………………………………………....62
附錄九 受試者語言使用背景………………………………………………....63

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