區分性特徵訓練對國小聽覺障礙學生國語塞擦音語音清晰度之成效

Distinctive features training for a student with hearing impaired on speech intelligibility of Chinese affricates

周佩蓉(PEI-JUNG CHOU)

指導教授 ： 黃桂君 ； 鄭靜宜

國立高雄師範大學/教育學院/特殊教育學系/碩士(2013年)

https://doi.org/10.6817/NKNU.2013.00029

摘要

本研究旨在探討區分性特徵語音訓練對國小聽覺障礙學生國語塞擦音清晰度之成效，並且透過自編語音清晰度評量以及聲學分析來觀察一位聽覺障礙兒童在ㄑ語音以及ㄘ語音教學前後的變化，研究結果發現：（1）區分性特徵訓練介入後，個案在ㄑ語音以及ㄘ語音的語音清晰度表現上，具有立即及維持的效果。（2）區分性特徵訓練介入後，個案之ㄑ語音聲學特徵上噪音時長表現有明顯增加，表示具有提升送氣性區分性特徵之成效，但個案在控制噪音時長仍不穩定。（3）區分性特徵介入後，個案ㄘ語音之聲學特徵上頻譜噪音能量平均數數值(M1)有明顯增加，表示具有顎齦前性區分性特徵之成效，且表現十分穩定。

關鍵字

區分性特徵 ； 聽覺障礙 ； 語音清晰度 ； 塞擦音

並列摘要

The purpose of this study is to explore the effect of distinctive feature training for an elementary school student with hearing impaired on speech intelligibility of Chinese affricates. In order to observe the production of differences of “ㄑ” and “ㄘ” after employing distinctive feature training, a measurement speech intelligibility and an acoustic analysis employed .The results show three main findings after the distinctive feature training. The first one is that the hearing impaired student, who was the participant in this research, can achieve the immediate and maintaining effects. The second one is that the student had obvious increasing in voice onset time (VOT) of the “ㄑ” pronunciation. This suggests that the student had the improvement in articulation after the distinctive feature training, whereas she still cannot control the voice onset time stably. Lastly, the student had increased the mean value of first spectral moments (M1) when she produced the “ㄘ” sound . This suggests that the student can achieve the more anterior placement of tongue after the distinctive feature training and perform stably.

並列關鍵字

distinctive feature ； hearing impaired ； speech intelligibility ； Chinese affricate

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