臺灣博碩士論文加值系統

本研究的目的是探討英語於台灣華語L1學習者使用英文字母來區分英語音素的能力，並確定他們是否也運用台灣華語拼音學習工具（注音符號）來學習英語。以音素和華語的音位變體及其他語言的符號和發音技巧的借款並透過衡量台灣華語L1教育的影響，比較注音符號和K.K.音標，檢視其學生L1語音編碼系統轉移到英語習得之現象。結果與文獻一致，語音是普世共存的資源，二語學習的鷹架，建議這個系統方法的發展成為台灣學生早期英語學習的模組。

The purpose of this study was to investigate the ability to use the English alphabet in English Taiwan Chinese L1 learners of English phonemes to distinguish and determine whether they are also using Taiwan Mandarin National Phonetic Alphabet (phonetic symbols) as learning tools to learn English. The National Phonetic Alphabet represents Chinese phonemes and allophones. Using the National Phonetic Alphabet and borrowing a few Kenyon-Knott symbols, the author measures the impact of education in Taiwan Mandarin L1 and compares this with usage of KK phonetic symbols to investigate students’ L1 speech coding system to the phenomenon of L1 transfer to English acquisition. The results are consistent with the literature. Phonetics is a universal resource, scaffolding both first and second language learning. The National Phonetic Alphabet could be adapted to become a consistent method for early Taiwanese students that are learning English for encoding English pronunciation because they lack such a method at the beginning of English instruction, and tend to do so in an ad hoc manner.

摘要…………………………………………………………………………....I

ABSTRACT………………………………………………………………….II

Chapter Page

1. INTRODUCTION…….……………………………………………..……1

Background and Significance of the Problem…………………,...……6

Nature of the Problem…………………………………………............9

Purpose of the Study……………………………………….................15

Research Questions…...………………………………………...……17

Definition of Terms………………………………………..…………18

2. REVIEW OF RELATED LITERATURE……………………….….....19

Taiwanese English Learners, Learning, and the Critical Period
Hypothesis…………...……………………………………………… 19

Language Distance and L2 Acquisition……………………...………20

Phonemic Awareness……………...………………………………….24

Phonemic Awareness and its Relationship with English Acquisition………………………………………………………...….26

Allophonic Rules……………………..…………………………….…27

Allophonic and allomorphic awareness…………..…………………..28

L1 transfer to Target Language……………………………...………..30

Classification of L1 Learners………………………………………….33

Impact of Cognitive Load on Young Taiwanese Language
Students…………………………………………………………..……35

Negative Transfer from L1……………………..………………...…….37

Learning Mandarin using NPA……………………………………...…38

Phonemic, Allophonic, and Phonotactic Constraints of Mandarin
Chinese………………………………………………...…………...…..38

Using NPA for Basic English Phonics…………………….……………39


3. METHODOLOGY AND PROCEDURES…………………………….42

Methodology……………………………………………………..….....42

Procedures………..…………………...…………………………...…...42

Data Collection…………...............……………....……….……………43

Limitations………...…………………….………………………...........43

4. RESULTS………………………………………….……………………..45

Findings of the Questionnaire…………………………...………….….45

Findings of the Phonetic Test…...…..…………………………….…....45

Assumption…………………………………………………...….……..46

5. DISCUSSION, CONCLUSION, IMPLICATIONS, AND RECOMMENDATIONS………………………………………………..47

Discussion…..……………………………….….………………………47

Conclusions………….…………..…………………………………...…56

Implications………………………………….……………………..…...48

Recommendations….…………………………………………...……....49

6. REFERENCES…………….…………………………………………….50

7. APPENDICES…………………………………………………….……..55

A.. NPA and Approximate English equivalents………….……..............55

B. Questionnaire……………………………………………….………..56

C. Tabulated Answers to Questionnaire……….. ….…………………..57

D. Student Personal Data………..………………………………..……..58

E. Tabulated Student Personal Data...…………………………...……...80

F. The Instrument …………….………………………………….……..60

G. Completed Tests With Results……………………………………….69

H. Tabulated Raw Scores………………………………………...……..74

I.T-Test……………………………………………………………..…..75

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