Title

部落原住民族幼兒敘說能力與聲韻覺識的關係初探

Translated Titles

A Preliminary Study of the Relationship between Tribal Aboriginal Children's Narrative Ability and Phonological Awareness

DOI

10.6246/JHDFS.201712_(18).0004

Authors

劉祐如(Yu-Ju Liu);賴文鳳(Wen-Feng Lai)

Key Words

原住民族幼兒 ; 敘說能力 ; 敘說結構 ; 聲韻覺識 ; aboriginal children ; narrative ability ; narrative structure ; phonological awareness

PublicationName

人類發展與家庭學報

Volume or Term/Year and Month of Publication

18期(2017 / 12 / 01)

Page #

65 - 87

Content Language

繁體中文

Chinese Abstract

本研究目的是了解部落原住民族幼兒的敘說能力與聲韻覺識表現,並探討敘說能力與聲韻覺識之間的相關性。研究對象為20名就讀臺灣北部原住民族地區的公立幼兒園,5至6歲原住民族幼兒。本研究皆以個別施測進行,透過訪談蒐集其個人生活經驗敘說語料,並使用聲韻覺識工具測量其音節、聲調、尾音及首音覺識能力。研究結果顯示,在敘說能力方面,原住民族幼兒敘說之總子句數偏少,敘說之總詞彙數內部差異偏大,且敘說結構大多為二或三個事件敘說與青蛙跳敘說,故事普遍沒有明顯的高潮與結尾。在聲韻覺識方面,原住民族幼兒的音節與尾音覺識表現普遍優於聲調與首音覺識,且尾音與首音覺識有顯著相關。原住民族幼兒敘說之總子句數、敘說結構與音節覺識皆有顯著相關。最後,本研究亦根據結果提出相關討論與建議。

English Abstract

This study examined the relationships between narrative ability and phonological awareness in 20 tribal aboriginal children. Participants, aged 5 to 6 years, were from aboriginal regions in northern Taiwan. Personal narratives were collected by one-to-one interviews. Data of phonological awareness included syllable, tone, rime and onset awareness. Statistical correlations were conducted among variables. The findings indicated that the total number of clauses were minimal, the number of words differed greatly, the narrative structure were mostly two- or three-event narratives and leapfrog narratives without either a high point or an ending. The performances of syllable and rime awareness were better than tone and onset awareness. Additionally, rime awareness was significantly correlated with onset awareness. The total number of clauses and narrative structure were significantly correlated with syllable awareness. According to the findings, discussions and implications were also included.

Topic Category 社會科學 > 社會科學綜合
社會科學 > 教育學
Reference
  1. 辛靜婷(2016)。原住民族幼兒雙文化聲韻介入課程之成效與教學歷程。課程與教學季刊,19(4),191-228。
    連結:
  2. 林珮伃、林宛儒(2015)。臺灣孩童學前的識字差異與聲韻覺識、視知覺、注音符號能力的區辨效能。課程與教學,18(2),101-123。
    連結:
  3. 宣崇慧、盧台華(2006)。聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之探究。特殊教育研究學刊,31,73-92。
    連結:
  4. 宣崇慧、蘇政輝、陳必卿、余孟儒、王涵、張文真(2012)。學前聲韻處理、快速唸名與視覺記憶能力預測小一學童識字困難效能之檢測。特殊教育研究學刊,37(1),53-78。
    連結:
  5. 黃毅志(2003)。「臺灣地區新職業聲望與社經地位量表」之建構與評估:社會科學與教育社會學研究本土化。教育研究集刊,49(4),1-31。
    連結:
  6. 蔡敏玲(2009)。假日生活的演出、編織與共構:泰雅幼兒的經驗敘說。教育研究集刊,54(4),29-64。
    連結:
  7. 賴文鳳、陳妍妤(2017)。部落原住民與非原住民幼兒敘說評價之研究:文化和性別差異。課程與教學季刊,20(1),201-232。
    連結:
  8. 簡淑真(2010)。三種早期閱讀介入方案對社經弱勢幼兒的教學效果研究。臺東大學教育學報,21(1),93-123。
    連結:
  9. 譚光鼎、林明芳(2002)。原住民學童學習式態的特質―花蓮縣秀林鄉泰雅族學童之探討。教育研究集刊,48(2),233-261。
    連結:
  10. 教育部(2015)。教育部重編國語辭典修訂本。2016 年3 月14 日,取自http://dict.revised.moe.edu.tw/cgi-bin/cbdic/gsweb.cgi?o=dcbdic&searchid=W00000009716
  11. 李佳穎、鄭盈吟(2017)。聲韻覺識工具【電腦軟體】。未出版之工具。
  12. Anthony, J. L.,Francis, D. J.(2005).Development of phonological awareness.Current Directions in Psychological Science,14(5),255-259.
  13. Ball, J.,Bernhardt, B. M.(2008).First Nations English dialects in Canada: Implications for speech-language pathology.Clinical Linguistics & Phonetics,22(8),570-588.
  14. Bamberg, M.(Ed.)(1997).Narrative development: Six approaches.Hillsdale, NJ:Erlbaum.
  15. Berman, R. A.,Slobin, D. I.(1994).Relating events in narrative: A crosslinguistic developmental study.Hillsdale, NJ:Erlbaum.
  16. Chaney, C.(1992).Language development, metalinguistic skills, and print awareness in 3-year-old children.Applied Psycholinguistics,13(4),485-514.
  17. Crago, M. B.,Eriks-Brophy, A.,Pesco, D.,McAlpine, L.(1997).Culturally based miscommunication in classroom interaction.Language, Speech & Hearing Services in Schools,28(3),245-254.
  18. Dickinson, D. K.,McCabe, A.,Anastasopoulos, L.,Peisner-Feinberg, E. S.,Poe, M. D.(2003).The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.Journal of Educational Psychology,95(3),465-481.
  19. Dunn, M.(2001).Aboriginal literacy: Reading the tracks.Reading Teacher,54(7),678-687.
  20. Griffin, T. M.,Hemphill, L.,Camp, L.,Wolf, P. D.(2004).Oral discourse in the preschool years and later literacy skills.First Language,24,123-147.
  21. Hipfner-Boucher, K.,Milburn, T.,Weitzman, E.,Greenberg, J.,Pelletier, J.,Girolametto, L.(2014).Relationships between preschoolers' oral language and phonological awareness.First Language,34(2),178-197.
  22. Holmes, J.(1998).Narrative structure: Some contrasts between Maori and Pakehastory-telling.Multilingua: Journal of Cross-Cultural and Interlanguage Communication,17(1),25-57.
  23. Huang, H. S.,Hanley, J. R.(1997).A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan.International Journal of Behavioral Development,20(2),249-268.
  24. Labov, W.(1972).Language in the inner city: Studies in the Black English vernacular.Philadelphia, PA:University of Pennsylvania Press.
  25. Lai, W. F.,Lee, Y. J.,Lee, J.(2010).Visiting doctors' offices: A comparison of Korean and Taiwanese preschool children's narrative development.Early Education & Development,21(3),445-467.
  26. Lynch, J. S.,Van Den Broek, P.,Kremer, K. E.,Kendeou, P.,White, M. J.,Lorch, E. P.(2008).The development of narrative comprehension and its relation to other early reading skills.Reading Psychology,29(4),327-365.
  27. MacWhinney, B.(2000).The CHILDES project: Tools for analyzing talk.Mahwah, NJ:Lawrence Erlbaum.
  28. McCabe, A.(Ed.),Bailey, A. L.(Ed.),Melzi, G.(Ed.)(2008).Spanish-language narration and literacy: Culture, cognition, and emotion.New York:Cambridge University Press.
  29. McKeough, A.,Bird, S.,Tourigny, E.,Romaine, A.,Graham, S.,Ottmann, J.,Jeary, J.(2008).Storytelling as a foundation to literacy development for aboriginal children: Culturally and developmentally appropriate practices.Canadian Psychology,49(2),148-154.
  30. National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network.(2005).Pathways to reading: The role of oral language in the transition to reading.Developmental Psychology,41(2),428-442.
  31. Peterson, C.,McCabe, A.(1983).Developmental psycholinguistics: Three ways of looking at a child's narrative.New York:Plenum Press.
  32. Pinto, G.,Tarchi, C.,Bigozzi, L.(2016).Development in narrative competences from oral to written stories in five- to seven-year-old children.Early Childhood Research Quarterly,36,1-10.
  33. Praff, C.(Ed.),Garton, A. F.(Ed.)(1993).Systems of representation in children: Development and use.New York:J. Wiley & Sons.
  34. Shanahan, T.,Lonigan, C. J.(2010).The National Early Literacy Panel: A summary of the process and the report.Educational Researcher,39(4),279-285.
  35. Shu, H.,Peng, H.,McBride-Chang, C.(2008).Phonological awareness in young Chinese children.Developmental Science,11(1),171-181.
  36. Snow, C. E.,Porche, M. V.,Tabors, P. O.,Harris, S. R.(2007).Is literacy enough? Pathways to academic success for adolescents.Baltimore, MD:Paul H. Brookes Publishing Co..
  37. Storch, S. A.,Whitehurst, G. J.(2002).Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.Developmental Psychology,38(6),934-947.
  38. Timms, L.,Williams, C.,Stokes, S. F.,Kane, R.(2014).Literacy skills of Australian indigenous school children with and without otitis media and hearing loss.International Journal of Speech-Language Pathology,16(3),327-334.
  39. Whitehurst, G. J.,Lonigan, C. J.(1998).Child development and emergent literacy.Child Development,69(3),848-872.
  40. Williams, C. J.,Masterson, J. J.(2010).Phonemic awareness and early spelling skills in urban Australian aboriginal and non-aboriginal children.International Journal of Speech-Language Pathology,12(6),497-507.
  41. Wolgemuth, J. R.,Harper, H.,Hernandez, P. R.,Helmer, J.(2013).Cultural validity of the group reading assessment and diagnostic evaluation level K phonological awareness scale for indigenous Australians.International Journal of Quantitative Research in Education,1(3),229-250.
  42. 蔡中涵(1996)。漫談原住民文化和漢文化的差異─評論原住民社區文化與原住民教育改革之研究。教改通訊,21,42-43。
  43. 錡寶香(2001)。國小低閱讀成就學生的口語述說能力:語言層面的分析。特殊教育學報,15,129-175。
  44. 簡淑真、曾世杰(2007)。教育部委託報告教育部委託報告,臺北:教育部。