華語學齡發展型語言障礙兒童在噪音下對不同語音配對的詞彙辨識

研究目的：本研究探討發展型語言障礙兒童的語言能力不佳果真是單純肇因於語音區辨問題抑或是字義辨識即具有根本上的困難，試著澄清發展型語言障礙兒童語言功能究竟是肇因於字音的問題抑或是字義的問題，或是兩者皆有困難。方法：研究招募年齡介於7至10歲發展型語言障礙兒童及典型發展兒童各26名，分別在安靜及噪音情境下進行AX雙音節詞彙語意判斷作業。實驗操弄三種不同配對型態（詞首音素不同、詞首音節不同、兩音節皆不同）的語料刺激，實驗偵測正確率及反應時間。結果：正確率統計分析顯示安靜情境下組別具有顯著差異，語障組顯著低於典型組；語詞刺激型態以詞首音素不同的正確率最低，但統計上未達顯著差異；組別和刺激型態沒有交互作用。噪音情境下組別同樣具有顯著差異，語詞刺激型態沒有顯著差異，組別和刺激型態沒有交互作用。兩組兒童在安靜情境下的正確率表現皆顯著優於噪音情境。結論：研究結果顯示無論是安靜或噪音情境，發展型語言障礙兒童的表現皆顯著低於典型發展兒童，顯示其詞彙辨識的聽知覺能力明顯不佳。三種不同配對型態的語料刺激以詞首音素不同的正確率最低，推論發展型語障兒童除了語音知覺能力不佳外，字義辨識亦具有根本上的困難。建議針對發展型語言障礙兒童無論是治療或是教育歷程中能強化語音分辨的練習量，並且透過語音區辨連結至詞彙語意的對應理解，從而提升其語彙能力。

關鍵字

發展型語言障礙兒童；語音知覺；詞彙辨識；噪音

並列摘要

Research Purpose: This study investigates whether the poor language abilities of children with Developmental Language Disorder (DLD) are due to phonological discrimination issues, fundamental difficulties in lexical recognition, or both. The aim is to clarify the underlying causes of language function deficits in children with DLD. Methods: The study recruited 26 children with DLD and 26 typically developing children, aged 7 to 10 years. Both groups performed an AX discrimination experiment in both quiet and noisy environments. The experiment manipulated three different pairing types of stimuli (initial phoneme difference, initial syllable difference, both syllables different) , measuring accuracy and reaction time of different condition. Results: Statistical analysis of accuracy showed a significant difference between groups in the quiet environment, with the DLD group performing significantly worse than the typical group. The accuracy for stimuli with different initial phonemes was the lowest, though not statistically significant. There was no interaction between group and stimulus type. In the noisy environment, there was also a significant difference between groups, but no significant difference between stimulus types, and no interaction between group and stimulus type. Both groups performed significantly better in the quiet environment compared to the noisy environment. Conclusion: The results indicate that children with DLD perform significantly worse than typically developing children in both quiet and noisy environments, highlighting their poor auditory perceptual abilities in lexical recognition. The lowest accuracy for stimuli with different initial phonemes suggests that, in addition to poor phonological perception, children with DLD also have fundamental difficulties in lexical recognition. It is recommended that both therapeutic and educational processes for children with DLD should enhance phonological discrimination practice and connect phonological discrimination to lexical-semantic understanding to improve their vocabulary skills.