泰雅語衍生詞綴習得：以新竹某國小為例

本研究旨在探討：(1) 泰雅繼承語學習者的習得詞彙量； (2) 與衍生詞綴學習效果。本篇檢視了三個可能影響學習衍生詞綴的因素：名詞偏好、前綴改變衍生字詞性功能、與前綴同音異義。49位受試者來自新竹縣某國小，受試者全程參與實驗。實驗包括三部份：前測、兩週課堂訓練、及後測。前測包括圖片詞彙測驗、原型衍生型字理解測驗、語言經驗問卷，課堂訓練是在前測完成一週之後舉行，後測包括訓練目標字詞以及新測原型衍生型字理解測驗。前測結果顯示年齡與名詞偏好呈現顯著差異，但是受試者普遍沒有具備泰雅詞綴規則知識。後測的整體結果顯示詞根詞性為影響受試者學習的主要原因，受試者較容易在名詞上使用衍生詞綴規則。此外詞彙量與原型衍生型字理解測驗表現呈現正相關。受試者語言經驗無法預測受試者在測驗中的表現，他們在訪談中相似的回答實際上涵蓋相當大的範圍。

關鍵字

繼承語學習；泰雅習得詞彙；衍生詞綴習得；語言經驗

並列摘要

The present study aims to investigate (1) the vocabulary size and the acquired lexicon of the heritage language learners (HLLs) of Atayal and (2) the learning effect of derivational morphology learning. Three factors that might affect the learning of derivational morphological rules were examined: noun or verb bias, derivational change of prefixes, and prefix homonymy. The relationships between age, proficiency level, and language experiences at home and the performances in the tasks were all analyzed. The 49 participants were elementary school students from one elementary school in Hsinchu County, and all of them participated in every part of the procedure. The experiment included three parts: pretest, two weeks of classroom training, and post-test. The pretest consisted of three parts: vocabulary size task and bare-form and derived-form comprehension task using picture-matching technique, and a three-part guided survey. Classroom training took place one week following the pretest; the post-test included both bare-form and derived-form comprehension tasks on old sets and new sets of stimuli using picture-matching task technique. The results of the pretest showed age difference and noun bias in HLLs’ lexicon, and no knowledge of morphological rules in Atayal. The overall results of the post-test showed that the lexical category of the roots was the only influence on learning. HLLs could apply derivational rules better to nominal roots. A positive correlation was found between vocabulary proficiency levels and performances derived-form words comprehension task on old sets of stimuli. The self-reported language acquisition history and self-evaluated productive and receptive proficiency ultimately could not represent the HLLs’ performances in the tasks, and the HLLs’ similar responses in the guided survey actually covered quite a large spectrum.

並列關鍵字

heritage language learning ； Atayal acquired lexicon ； acquisition of derivational morphology ； language experience

參考文獻

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泰雅語衍生詞綴習得：以新竹某國小為例

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