海陸客家語入聲和鼻音韻尾音韻覺識教學研究

A Study on Phonological Awareness Instruction of the Entering and Nasal Endings in Hailu Hakka

黃家馨(Chia-Hsin Haung)

指導教授 ： 葉瑞娟

國立清華大學/竹師教育學院/臺灣語言研究與教學研究所/碩士(2017年)

摘要

本研究以準實驗研究法，探討利用自編的唸謠進行教學，幫助國小五年級的學生精熟海陸客家語的入聲和鼻音韻尾發音方式，其音韻覺識教學的成效。
將海陸客家語的入聲和鼻音韻尾的發音方式，融入唸謠教材中，讓學生從慢速練習到快速拼音，最後合成唸出結合韻母。並將聲調自然加入詞彙聲音中，與唸謠的生活用語結合，透過聽音辨識、聲音分解與組合、找出結合韻母等遊戲，提升學生在海陸客家語的入聲和鼻音韻尾的聽、說能力。
以自編海陸客家語音韻覺識成就測驗紀錄單為研究工具，以聽力測驗和口說測驗方式進行，實驗結果證明研究者自編海陸客家語入聲和鼻音韻尾唸謠，確實能引起學生的學習興趣，對於較難聽辨和發音的入聲和鼻音韻尾有良好的教學成效，大大提升其音韻覺識的能力。

關鍵字

海陸客家語 ； 入聲韻尾 ； 鼻音韻尾 ； 音韻覺識 ； 音標教學 ； 唸謠

並列摘要

In this study, we use the quasi-experimental research method to help students in the fifth grade to familiarize with the entering and nasal endings in Hailu Hakka by using the rhyming chants compiled by the author. We focus specifically on the effects of the phonological awareness instruction.
The manners and places of articulation of the entering and nasal endings are carefully incorporated into the design of the rhyming chants. Students start their practice at a very low speed in blending these sounds and then gradually speed up. The goal of the practice is to read out the blended sequences of sounds correctly. The tones are naturally merged into the words as well. Activities such as recognizing a given sound, sound segmenting and blending, and finding out a specific rhyme are used to improve students’ listening and speaking abilities of the two endings in Hailu Hakka.
Achievement tests of the phonological awareness of the two endings are used in the subsequent listening and speaking tests. The results show that students express a lot of interest in these rhyming chants and their ability in differentiating the entering and nasal endings has been greatly improved. These are clear indications that students who understand that words can be broken into sounds have a higher phonological awareness of the two endings.

並列關鍵字

Hailu Hakka ； entering endings ； nasal endings ； phonological awareness ； instruction of phonetic symbols ； rhyming chants

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