臺灣博碩士論文加值系統

本研究的主要目的在於利用故事結構分析(story grammar analysis)比較台北市國小二年級語言典型發展兒童(typical development, TD)和語言學習障礙兒童(language-related learning disabilities, LLD)口語述說能力(narrative skill)的差異。研究對象取自台北市地區國小二年級語言典型發展兒童20人（男生15人，女生5人）和語言學習障礙兒童20人（男生12人，女生8人），個別實施聽故事後看圖重述故事的步驟，再逐一進行語言樣本的轉錄共40篇文字稿。根據故事結構分析各要項（主角、地點、動機、動作、結果、反應）的出現次數以及關聯詞、總句數、簡單句、複句出現次數，進行Mann-Whitney Test平均數差異的顯著性檢定。本研究結果發現，兩組兒童看圖重述故事之故事結構分析：
（一）.語言典型發展兒童在『主角』、『動機』、『動作』、『結果』、『關聯詞』、『複句』的出現次數顯著高於語言學習障礙兒童。
（二）.語言典型發展兒童在『地點』、『反應』、『總句數』、『簡單句』的出現次數，和語言學習障礙兒童無顯著差異。
由上述結果認為，兩組兒童故事結構分析中幾個要項確實具有顯
著差異，並對於未來相關研究提出建議。

The purpose of this study was to explore the narrative skill of second-grade chinese students with language-related learning disabilities. The study investigated the ability of chinese children with language-related learning disabilities (LLD) to produce oral narratives by comparing their retelling stories to those that were produced by typically developmental peers (TD). It was hypothesized that evidence of difficulty generating the stories relative to the macrostructure (organization of ideas across sentences) and the microstructure (organization of ideas within sentences) would be exhibited by the language-related learning disabled subjects. Forty second-graders served as subjects in this investigation. Twenty of the subjects met criteria for the language-related learning-disabled group and twenty met criteria for the typically developed group. The retellings stories produced by the language-related learning-disabled subjects were compared to those produced by their typically developed peers for differences in 10 dependent measures of story grammar components and sentence complexity.
Differences in the mean number of occurrences of each of the 10 variables were found. The result of the Mann-Whitney Test revealed that 4 components of macrostructure and microstructure within the stories told by the language-related learning disabled subjects differed significantly from those produced by the typically developed subjects at the p< .05 level of significance. Expect the compound sentence, differences were not accounted for by sentence complexity. The result of this study suggests that language of chinese children with language-related learning disabled may differ from that of typical peers when narratives language is examined. Results are discussed relative to the limitations of the study and implications for future research.

中文摘要………………………………………………………………I
英文摘要………………………………………………………………II
第一章 緒……………………………………………………………1
第一節 研究動機……………………………………………………2
第二節 研究問題與假設……………………………………………5
第三節 名詞詮釋……………………………………………………7
第二章 文獻探討……………………………………………………12
第一節 語言學習障礙的特徵………………………………………12
第二節 口語述說能力的發展………………………………………15
第三節 兒童之故事結構分析………………………………………21
第四節 影響故事結構分析的因素…………………………………26
第五節 故事結構分析用於口語述說能力之評量…………………36
第三章 研究設計與實施……………………………………………42
第一節 試探性研究…………………………………………………42
第二節 研究設計與架構……………………………………………44
第三節 研究對象……………………………………………………46
第四節 研究工具……………………………………………………48
第五節 研究方法與步驟……………………………………………51
第六節 資料處理與分析……………………………………………53
第四章 研究結果與討論……………………………………………55
第一節 信度考驗的結果……………………………………………55
第二節 正式研究假設之結果分析…………………………………56
第五章 結論、研究限制與建議……………………………………68
第一節 結論…………………………………………………………68
第二節 研究限制……………………………………………………70
第三節 建議…………………………………………………………72
參考書目
中文………………………………………………………………………75
英文………………………………………………………………………78
附 錄…………………………………………………………………84
圖 表 次
圖1-1 學習障礙類型……………………………………………………8
圖1-2 句子結構分類圖…………………………………………………11
圖2-1 故事結構分析圖…………………………………………………23
表3-1 試探性研究LLD樣本分佈情形………………………………… 42
圖3-1 大結構長條圖……………………………………………………43
圖3-2 小結構數列圖……………………………………………………43
表3-2 研究變項…………………………………………………………44
圖3-3 研究架構圖………………………………………………………46
表4-1 研究對象平均年齡、全距、性別分配…………………………56
表4-2 語言學習障礙組WISC-III、口語理解測驗分數平均值、標準差、全距…………………………………………………………………………56
表4-3 兩組兒童在故事結構分析中各要素之平均值、標準差、全距…………………………………………………………………………57
表4-4 兩組兒童在重述故事之故事結構分析各要項之出現率使用Mann-Whitney Test 進行平均數差異的顯著性檢定之結果摘要
……………………………………………………………………………67
附 錄 次
附錄一：身心障礙及資賦優異學生鑑定原則鑑定標準之要點十
………………………………………………………………………84
附錄二：台北市學習障礙學生鑑定模式…………………………85
附錄三：關聯詞的種類（程祥徽、田小琳，民90）……………86
附錄四：家長同意書………………………………………………87
附錄五：故事結構分析計分表……………………………………88
附錄六：有效語句的計算規則……………………………………89
附錄七：說故事測驗指導手冊……………………………………90
附錄八：獅子大王的花花帽（文字內容與圖片）………………91
附錄九：語言學習障礙兒童重述故事文字稿……………………92
附錄十：語言典型發展兒童重述故事文字稿……………………95
附錄十一：學生基本資料表………………………………………98

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