英語音韻處理能力對台灣國中生英文單字量的影響
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2012
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由於教育部課程綱要規定國中畢業生英文單字量（應用字彙1200字）與高中英文指定科目考試單字量(7390字)差異懸殊，因此，本實驗希望藉由探討國中生英文單字量與英語音韻處理能力的關係，期能提供現職國中英文教師提升國中生英文單字量的方法，以減少國中畢業生銜接高中英文龐大單字量的壓力。
本教學研究由兩大部分組成。第一部分為測量學生的英文單字量，第二部分為測量學生的英語音韻處理能力。音韻處理能力又可分為三個能力：聲韻覺識能力、聲韻記憶能力、語音轉錄在字彙存取上的能力。因此，本實驗共包含四個測驗: 英語單字量測驗、聲韻覺識測驗、聲韻記憶測驗以及唸名速度測驗。除了單字量測驗是全班一起施測，聲韻覺識測驗、聲韻記憶測驗以及唸名速度測驗皆為一對一的個別測驗。共有五十五位來自同一國中的七年級生參與本研究。
研究結果顯示聲韻覺識能力、聲韻記憶能力、語音轉錄在字彙存取上的能力都與學生的單字量顯著相關。多元回歸分析的結果指出，聲韻覺識能力、聲韻記憶能力能準確預測學習者的單字量。此外，聲韻覺識能力、聲韻記憶能力較佳的學生明顯比聲韻覺識能力、聲韻記憶能力不佳者擁有更大的單字量。
本項研究證明了英語音韻處理能力（尤其是聲韻覺識能力、聲韻記憶能力）對提升英文單字量的重要性。最後，根據研究發現，本文亦提出教學建議。
The English vocabulary gap between junior high and senior high education stage is huge, so students in Taiwan often find it challenging to expand their vocabulary from 1,200 words to 7,390 words. Since a vast body of research has demonstrated a positive link between vocabulary learning and phonological processing abilities, the present study intends to shed some light on the role of phonological processing abilities in the Taiwanese seventh graders’ vocabulary size. Specifically, phonological processing abilities consists of three subcomponents—phonological awareness, phonological short-term memory, and phonological recoding in lexical access. The current study aims to investigate 1) the correlation between the three subcomponents of phonological processing abilities and vocabulary size, 2) the relative contribution of the three subcomponents of phonological processing abilities to vocabulary size, and 3) the difference between students with high phonological processing abilities and those with low phonological processing abilities in terms of their vocabulary size. The participants were fifty-five seventh graders from two classes in the same junior high school. All participants took a battery of assessments: 1000-Word Level Test, Phonological Awareness Skills Test, Children’s Test of Nonword Repetition, and rapid letter naming and rapid object naming in Comprehensive Test of Phonological Processing. The results of two-tailed Pearson correlation showed that all of the three subcomponents of phonological processing abilities were significantly correlated with vocabulary size at the 1000-word level. The regression analysis revealed that phonological awareness and phonological short-term memory had significant predictive power in vocabulary size, while phonological recoding in lexical access did not. In addition, the results of independent sample T-test indicated that learners with high phonological awareness and phonological short-term memory differed significantly from those with low phonological awareness and phonological short-term memory in terms of their vocabulary size. In contrast, learners with high phonological recoding in lexical access did not differ significantly from those with low phonological recoding in lexical access in terms of vocabulary size. Based on the present findings, phonological processing abilities, phonological awareness and phonological short-term memory in particular, played a very important role for Taiwanese junior high school students in attaining their vocabulary size.
The English vocabulary gap between junior high and senior high education stage is huge, so students in Taiwan often find it challenging to expand their vocabulary from 1,200 words to 7,390 words. Since a vast body of research has demonstrated a positive link between vocabulary learning and phonological processing abilities, the present study intends to shed some light on the role of phonological processing abilities in the Taiwanese seventh graders’ vocabulary size. Specifically, phonological processing abilities consists of three subcomponents—phonological awareness, phonological short-term memory, and phonological recoding in lexical access. The current study aims to investigate 1) the correlation between the three subcomponents of phonological processing abilities and vocabulary size, 2) the relative contribution of the three subcomponents of phonological processing abilities to vocabulary size, and 3) the difference between students with high phonological processing abilities and those with low phonological processing abilities in terms of their vocabulary size. The participants were fifty-five seventh graders from two classes in the same junior high school. All participants took a battery of assessments: 1000-Word Level Test, Phonological Awareness Skills Test, Children’s Test of Nonword Repetition, and rapid letter naming and rapid object naming in Comprehensive Test of Phonological Processing. The results of two-tailed Pearson correlation showed that all of the three subcomponents of phonological processing abilities were significantly correlated with vocabulary size at the 1000-word level. The regression analysis revealed that phonological awareness and phonological short-term memory had significant predictive power in vocabulary size, while phonological recoding in lexical access did not. In addition, the results of independent sample T-test indicated that learners with high phonological awareness and phonological short-term memory differed significantly from those with low phonological awareness and phonological short-term memory in terms of their vocabulary size. In contrast, learners with high phonological recoding in lexical access did not differ significantly from those with low phonological recoding in lexical access in terms of vocabulary size. Based on the present findings, phonological processing abilities, phonological awareness and phonological short-term memory in particular, played a very important role for Taiwanese junior high school students in attaining their vocabulary size.
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英語音韻處理能力, 單字量, phonological processing abilities, vocabulary size