台灣多語教育nih台語聲韻覺識早期指導ê重要性－以台南市口埤實驗國小做例

本文比較低、中、高年級國小ê學生tī多語言教學nih，聲韻覺識表徵發展ê差異kap中、台、英語in跨語言轉移ê效果。研究參與者是口埤實驗國小一到六年級ê學生47人，tī學期初、末分別做中、台、英文ê聲韻覺識kap畢保德圖畫詞彙測驗。另外ùi 二間國小ta̍k年級抽一班做對照組kan-na進行畢保德測驗，二校分別是120人、111人，lóng-chóng 278人。研究結果，代先用畢保德測驗確認實驗kap對照組無明顯ê差異，三間學校lóng是按學年增高hām成績成正比成長，前後、測mā無明顯ê差異。聲韻覺識音首刪除ê結果，kan-na中、低年級ê英、台語前、後測表現有明顯leh成長，高年級就無。音節刪除ê結果，kan-na低年級ê英文有明顯leh成長。中文聲韻覺識lóng達到天篷效應（ceiling effect）ah。Chit ê結果說明講，多語學習環境內底，對低年級ê學生早期指導台羅拼音對聲韻覺識發展ê效果siōng好。Ah-nā跨語言轉移ê效果，lán發見講音首刪除kap音節刪除ê測驗內底，台語對英語lóng明顯有影響。中文對英文ê預測效果kan-na表現tī音節刪除頂面。

關鍵字

聲韻覺識；多語言教學；跨語言轉移；台羅拼音；早期指導

並列摘要

The study focuses on the efficacy of multilingual teaching on elementary students by comparing the differences in the development of phonological awareness and effects of language transfer among lower graders (1th and 2th grades), intermediate graders (3th and 4th grades), and senior graders (5th and 6th grades). The 47 participants from Kaupi Experimental Elementary School are tested with phonological awareness (in Taiwanese, Mandarin, and English) and the PPVT in the begging and the end of the semester. In addition, 231 students (one classroom for each grade) are chosen from the other two elementary schools to perform the same tests as the control group, thus the total number of participants for this project is 278 students. The result of the PPVT confirms that there is no distinguishable difference between the control and the experimental groups. The result of the onset-deletion test shows that lower and intermediate graders' phonological awareness has significant improvement, while senior graders' does not. And the syllable-deletion test shows that only lower grade students achieve notable improvement in English test. These results conclude that in a multilingual environment, learning Taiwanese Romanization spelling enhances the development of students' phonological awareness the best with lower graders. We also discover a strong correlation between Taiwanese and English for cross-language transfer of phonological awareness from the onset-deletion and syllabus-deletion tests. The effect of Mandarin on English only performs on the syllabus-deletion test.

並列關鍵字

phonological awareness ； multilingual teaching ； cross-language transfer ； Taiwanese Romanization spelling ； early childhood education

參考文獻

Ho, C. S.-H., & Bryant, P. 1997. Phonological skills are important in learning to read Chinese. Developmental Psychology 33(6), pp.946-951.

Huang, H. S., & Hanley, J. R. 1995. Phonological awareness and visual skills in learning to read Chinese and English. Cognition 54(1), pp.73-98.

Huang, H. S., & Hanley, J. R. 1997. A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among firstgraders in Taiwan. International Journal of Behavioral Development 20(2), pp.249-268.

Jorm, A. F., Share, D. L., Maclean, R., & Matthews, R. G. 1984. Phonological recoding skills and learning to read: A longitudinal study. Applied Psycholinguistics 5(3), pp.201-207.

Liberman, A. M. 1982. On finding that speech is special. American Psychologist 37(2), pp.148-167. < https://doi.org/10.1037/0003-066X.37.2.148>

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台灣多語教育nih台語聲韻覺識早期指導ê重要性－以台南市口埤實驗國小做例

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