電腦視覺回饋在國中聽障生學習國字聲調書寫上的應用

Learning Mandarin Lexical Tones in Written Forms by Deaf Adolescents: Using Speech Training Software with Visual Feedback Features

江源泉(Yuan-Chuan Chiang)

《特殊教育研究學刊》 30期 (2006/03) Pp. 95-111

https://doi.org/10.6172/BSE200603.3001005

摘要

聽障生需要提昇國字聲調書寫能力以利電腦的使用和行動電話簡訊的傳輸。本研究探討以電腦視覺回饋進行國語聲調的口語學習經驗是否可用以提升國字聲調書寫的正確性。實驗採單－受試多基準線設計，分基準線、介入、和後測及追蹤三階段觀察50個國字聲調書寫的正確率，並根據目視分析檢驗受試內在跨越次三階段的行為表現。電腦視覺回饋由語音治療軟體Dr. Speech提供。六位受試的書寫表現皆隨短時間密集介入而立即進步，但進步的幅度和表現的變動性並不一致，且變動與進步幅度似乎有關。介入結束四週後，只有兩位受試後仍維持訓練的效果，但六位皆保有30-60%的進步幅度，等同於多答對了11到26個國字聲調。實驗設計和介入的方式對實驗效果可能的造成的限制以及將電腦視覺回餿實際應用於學校教學的方式，都在文中一併討論。

關鍵字

電腦視覺回饋 ； 國語聲調 ； 口語訓練

並列摘要

Pre-lingually deaf students have difficulty learning Mandarin tones in oral production and also in marking the Chinese characters with the correct tonemic symbols. This has limited their ability to use computer for data processing or to send text messages through cellular phones for communicating purposes. This study investigated the possibility of training on tone marking using speech-training software that allows users to correct their oral language prosody through visual feedbacks. A single-subject design was used and visual analyses were conducted to examine within-subject performances in establishing and maintaining this ability. All six deaf subjects showed instant improvement during the intervention, but with varying degrees of improvement. Maintenance of improvement was observed 4 weeks post-intervention for only two subjects, yet with all six still maintaining a 30-60% performance increase over the scores obtained pre-intervention. Results were discussed in terms of limitations posed by the research design, the way intervention was provided, and future applications in real learning scenarios.

並列關鍵字

visual feedback ； Mandarin tones ； speech training

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