臺灣學生聲韻覺識作業之聲韻表徵運作單位

dc.contributor.author李俊仁zh_tw
dc.contributor.author柯華葳zh_tw
dc.date.accessioned2019-08-12T04:51:50Z
dc.date.available2019-08-12T04:51:50Z
dc.date.issued2009-09-??
dc.description.abstract本研究利用不同語言為材料刺激,檢視心理詞彙以及聲韻表徵符號對聲韻作業的影響,研究中也利用注音符號在拼音時的構音特性,討論漢字聲韻運作單位是音節、 注音符號(聲母及韻母)、還是音素。實驗一發現心理詞彙對聲韻覺識無作用,而聲韻表徵符號影響聲韻覺識的表現;實驗二以大學生為受試者,以中文字音以及英 文詞音為前導刺激,在關鍵刺激材料ㄧㄢ[Iεn]上,發現多數受試者的答案是ㄢ[An]而非[εn],顯示受試者是以注音符號處理聲韻覺識作業。綜合實驗 一以及實驗二的結果,發現不管是學童或是大學生,不管是否學過英文,多數受試者是以注音符號運作聲韻覺識作業。這個研究顯示在台灣學生在聲韻覺識作業的聲 韻運作單位既不應是音節,也不是音素,而應是注音符號所表徵的聲母與韻母。依據此一結果,本研究討論中文聲韻覺識對識字發展可能的作用方式。zh_tw
dc.description.abstractThe finding that explicit phonological representation can facilitate encoding and retrieving of words is a major progress in reading development research. Yet, the grained-sizes of phonological units operate differently in different writing systems. This study demonstrates that Taiwanese employ the Zhu-Yin-Fu-Hao phonological system as functional operating unit in a sound deletion task. We observed the same results in elementary school children and undergraduate students. We argue that the functional operating unit of explicit phonological representation in Chinese is neither syllable nor phoneme, but the initials and finals of the Zhu-Yin-Fu-Hao phonological system.en_US
dc.identifierB6E93335-D89D-9B71-6D27-161184721D78
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80903
dc.language中文 
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation41(1),111-124
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other閱讀發展zh_tw
dc.subject.other聲韻覺識zh_tw
dc.subject.other聲韻單位zh_tw
dc.subject.otherPhonological awarenessen_US
dc.subject.otherPhonological grain sizeen_US
dc.subject.otherReading acquisitionen_US
dc.title臺灣學生聲韻覺識作業之聲韻表徵運作單位zh-tw
dc.title.alternativePhonological Representation Unit in the Phonological Awareness Task among Taiwanese Studentszh_tw

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