臺灣博碩士論文加值系統

本研究藉中英雙語兒童的音韻覺識能力測試探討中英文間語言移轉的可能性。參與研究的六十位兒童來自台北市一般幼稚園，依年齡分為五歲組及六歲組。這些受試兒童都是以中文為母語，並略懂英語。正式測試前，他們首先接受英語能力測驗，以確定其英語經驗；正式測試的第一項是中英文的音韻覺識測驗。接著，實驗組的三十位兒童接受英語的口語訓練。最後在口語訓練結束三至七天內，對所有的受試兒童給予另一套的中英文音韻覺識測試。結果顯示在第一語習得的音韻覺識能力也反映在能力較弱的第二語上；此外，短時間的英語口語訓練不但提升了兒童英語的音韻覺識能力，也提高了中文的音韻覺識能力。此研究結果說明即使在第二語和第一語語言能力有落差的時候，還是會有語言移轉的情形發生，提升的音韻覺識能力會從較弱的第二語移轉到母語上。此結果支持了Cummins (1981) 所提的 Interdependence Hypothesis並也指出可能有一個共有的語言處理機制處理不同的語言。

This study investigates the possible transfers in Chinese-English bilingual children’s phonological awareness abilities. Sixty kindergarten children in Taipei divided into two age groups with an average age of 5;3 and 6;3 respectively, whose English proficiency was lower than their mother tongue, Chinese, participated in a series of tests. An English proficiency test was first administrated to understand these children’s command of English. Then, phonological awareness pre-tests in Chinese and English were used to tap these children’s phonological awareness in both languages. Tests include initial consonant/rhyme detection test, initial consonant deletion test, and initial consonant/rhyme substitution tests. Based on the causal link between articulation and phonological awareness, an English articulation training was given to the experimental group of children after the pre-tests, to examine whether enhanced English phonological awareness skills transfer to Chinese. Results showed that phonological awareness acquired in L1 were also found in L2. A period of articulation training in English led to an improvement of these children’s performances in both English and Chinese, which implies a backward transfer from weaker L2 to stronger L1. The transfer found in these unbalanced bilinguals offers an empirical support to Cummins’ interdependence hypothesis (1981), which stated that given effective instructions in a language, its improved proficiency in this language will transfer to another one. Cross-language transfers in phonological awareness abilities also imply that an abstract underlying capacity facilitates language processing across languages.

Table of Contents
Acknowledgements……………………………………………………………….. i
Abstract…………………………………………………………………………… iv
Chinese Abstract………………………………………………………………….. v
List of Tables………………………………………………………………………. viii
List of Figures……………………………………………………………………... x
Phonetic Symbols on Mandarin Initial Consonants………………………………..Phonetic Symbols on Mandarin Vowels…………………………………………… xixii
Chapter 1. Introduction……………………………………………... 1
1.1 Background……………………………………………………………… 1
1.2 Purpose…………………………………………………………………... 3
1.3 Design of the Study……………………………………………………… 4
1.4 Organization……………………………………………………………... 4
Chapter 2. Literature Review……………………………………….. 6
2.1 Phonological Awareness………………………………………………… 6
2.1.1 What is phonological awareness?…………………………………... 6
2.1.2 How do we measure phonological awareness?……………………... 6
2.2 Phonological Awareness & Phonological Development………………… 8
2.3 The Role of Articulation in Phonological Awareness…………………… 10
2.4 Phonological Awareness and Cognitive Development………………….. 11
2.5 Trainability of Phonological Awareness………………………………… 12
2.6 Phonological Awareness in Bilinguals………………………………….. 12
2.7 Interdependence Hypothesis…………………………………………….. 13
Chapter 3. Bilingual Subjects and Their Phonological Awareness.. 16
3.1 Subjects: Their English Proficiency……………………………………... 16
3.1.1 Defining Mandarin-English Bilinguals……………………………... 16
3.1.2 Subjects……………………………………………………………... 17
3.1.3 English Proficiency Tests…………………………………………… 17
3.2 Phonological Awareness Tests.………………………………………….. 19
3.2.1 Validity of Phonological Awareness Tests…………………………. 21
3.2.2 Phonological Awareness Pre-tests………………………………….. 23
3.2.2.1 Initial Consonant Detection Test……………………………….. 23
3.2.2.2 Rhyme Detection Test………………………………………….. 26
3.2.2.3 Initial Consonant Deletion Test………………………………… 28
3.2.2.4 Rhyme Substitution Test……………………………………….. 31
3.2.2.5 Initial Consonant Substitution Test…………………………….. 33
3.2.3 Overall Results in Phonological Awareness Pre-tests………………. 35
3.2.3.1 Results in All Tests…………………………………………….. 35
3.2.3.2 Results of Chinese Tests……………………………………….. 37
3.2.3.3 Results of English Tests………………………………………... 39
Chapter 4. Training Effects on Phonological Awareness………….. 41
4.1 Articulation Training in L2……………………………………………… 41
4.1.1 Subjects……………………………………………………………... 41
4.1.2 Materials……………………………………………………………. 41
4.1.3 Procedure and Scoring……………………………………………… 42
4.1.4 Results………………………………………………………………. 42
4.2 Phonological Awareness Post-tests……………………………………… 42
4.2.1 Subjects……………………………………………………………... 42
4.2.2 Materials……………………………………………………………. 43
4.2.3 Procedure and Scoring……………………………………………… 43
4.2.4 Results………………………………………………………………. 43
4.3 Phonological Awareness Levels…………………………………………. 51
4.3.1 Developmental Order……………………………………………….. 51
4.3.2 Training Effect on Awareness Levels………………………………. 53
4.4 Summary………………………………………………………………… 58
Chapter 5. Discussion………………………………………………... 60
5.1 Correlations Between English Ability and Phonological Awareness Tests… 60
5.2 Cross-language Phonological Awareness……………………………….. 62
5.3 Articulation Training and Phonological Awareness……………………... 64
5.4 Conclusion………………………………………………………………. 64
5.5 Limitations and Future Directions………………………………………. 65
References………………………………………………………………………….Appendices………………………………………………………………………… 67
73

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