國小四、五年級學生音樂性向與英文聽辨能力之探究

本研究旨在探討國小四、五年級學生音樂性向與英文聽辨之表現情形，進而瞭解音樂性向與英文聽辨的相關，且針對不同背景之學生瞭解其對於音樂性向與英文聽辨的差異情形為何。研究方法上，採用調查研究法及相關研究法，以北部及南部共431人為研究對象，實施Gordon音樂性向測驗、研究者自編之國小學生英文聽辨測驗及音樂與英文背景調查問卷，並藉由單因子變異數分析（one-way ANOVA）、獨立樣本t考驗（t-test）及皮爾森積差相關（Pearson product moment correlation analysis）之統計方式進行資料分析。本研究結果如下：一、Gordon音樂性向測驗具有良好施測信度。二、自編之英文聽辨測驗具有信度與效度，且經過鑑別度與困難度上檢視。三、學生於英文聽辨測驗表現，重音辨識和母音辨識表現較佳，而語調辨識則有明顯落差。四、女生在音樂性向與英文聽辨顯著高於男生。五、高雄市之學生在音樂性向及英文聽辨顯著高於臺北市、新北市和臺南市之學生。六、較多音樂相關經驗的學生在音樂性向與英文聽辨顯著高於較少音樂相關的經驗學生。七、較多英文相關經驗的學生在音樂性向與英文聽辨顯著高於較少英文相關的經驗學生。八、學生在音樂性向及英文聽辨有顯著相關，且節奏面向之顯著性較高。九、音樂班學生在音樂性向與英文聽辨之相關顯著高於非音樂班學生。十、有樂器學習經驗之學生在音樂性向與英文聽辨之相關顯著高於沒有樂器學習經驗之學生。最後，研究者根據上述研究結果，針對「教學實務」及「未來研究」兩大面向，提出相關建議。

關鍵字

音樂性向；英文聽辨；學習情形；家庭環境

並列摘要

This research aims to explore the relationship between music aptitude and English speech recognition among fourth and fifth graders. Additionally, it seeks to understand the differences in music aptitude and English speech recognition among students from different backgrounds. The research employed survey and correlational methods, with a total of 431 participants from northern and southern regions. The study utilized Gordon Musical Aptitude Profile, a researcher-developed elementary school English speech recognition test, and a questionnaire on music and English backgrounds. Data analysis was conducted using statistical methods including one-way ANOVA, t-test, and Pearson product moment correlation analysis. Here are the results of the study: 1. MAP is a valid measurement with good reliabilities and validities for students. 2. The self-developed English speech recognition test showed reliability and validity, and it underwent scrutiny for item discrimination and item difficulties. 3. Students performed better in stress recognition and vowel identification in the English speech recognition test, while intonation recognition showed significant discrepancies. 4. Females demonstrated significantly higher music aptitude and English speech recognition than males. 5. Students from Kaohsiung City exhibited significantly higher music aptitude and English speech recognition compared to students from Taipei City, New Taipei City, and Tainan City. 6. Students with more musical experience showed significantly higher music aptitude and English speech recognition compared to students with less musical experience. 7. Students with more English-related experience exhibited significantly higher music aptitude and English speech recognition compared to students with less English-related experience. 8. There was a significant correlation between students' music aptitude and English speech recognition, with rhythm aspects showing higher significance. 9. Students attending music-talented classes showed a significantly higher correlation between music aptitude and English speech recognition compared to students in regular classes. 10. Students with instrumental learning experience showed a significantly higher correlation between music aptitude and English speech recognition compared to students without instrumental learning experience. Based on the findings, the researcher proposes suggestions for "teaching practice" and "future research".