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外文摘要
引文資料
題名:
The Effect of Phonetic Annotations on the Phonological Awareness of Chinese Speakers
書刊名:
華語文教學研究
作者:
王旭
/
王啟鈞
作者(外文):
Wang, Samuel H.
/
Wang, Chi-chun
出版日期:
2013
卷期:
10:3
頁次:
頁85-120
主題關鍵詞:
音韻覺識
;
文字
;
文字效應
;
注音符號
;
漢語拼音
;
Transcription system
;
Phonological awareness
;
Orthography
;
Orthographic effect
;
Zhuyin Fuhao
;
Hanyu Pinyin
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(
2
)
排除自我引用:
1
共同引用:0
點閱:32
本研究旨在探討華語語者因學習不同的語音符號對其音韻覺識的影響。本研究比較了中國與台灣各三組受試者:學前兒童、國小一二年級生、大學生。這兩地區華語使用者使用的是同一種語言,但是中國的學生在學習華語的過程中使用漢語拼音協助發音,而台灣的學生使用注音符號。受試者在實驗中做音節計數實驗,音素計數實驗,以及語音偵測實驗(分組偵測 [i] [u] [a])。實驗結果顯示 (1) 學前兒童能計數音節,但無法將音節拆解。(2) 國小兒童較能拆解音節。(3) 北京的受試者較台灣受試者能辨識音素單位。根據這些結果本文認為華語語者的音韻覺識受到所使用的語音符號影響。
以文找文
The aim of the present study is to investigate the effect on phonological awareness of Chinese speakers as a result of exposure to different phonetic annotation symbols. The study compared younger, pre-literate to older literate children and adults from two linguistic backgrounds: China and Taiwan. Although Mandarin is used in both areas, people in China have learning experiences of Hanyu Pinyin while the speakers in Taiwan learn to use Zhuyin Fuhao to annotate Chinese characters. Kindergartners, primary school children, and college students in both places were administered syllable counting task, phoneme counting task, and sound detection task (identifying /i/ /u/ /a/ respectively). The results of the study showed that (1) kindergartners could identify the syllables very well, but were unable to segment the syllables into their component parts; (2) primary school children were much better able to go beyond the syllable level and segment into smaller parts; (3) the Beijing participants identified more phonemes in the syllables than Taiwan participants. Based on these results, we conclude that the different phonetic annotation symbols used for the same language (in this case the transcription systems used for Chinese) do have an effect on the phonological awareness of the speakers.
以文找文
期刊論文
1.
Ball, Eileen W.、Blachman, Banita A.(1991)。Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?。Reading Research Quarterly,26(1),49-66。
2.
Chung, Kevin K. H.(2002)。Effective use of Hanyu Pinyin and English translation as extra stimulus prompts on learning of Chinese characters。Educational Psychology,22,150-164。
3.
Lukatela, Katerina、Carello, Claudia、Shankweiler, Donald、Liberman, Isabelle Y.(1995)。Phonological awareness in illterates: Observations from Serbo-Croatian。Applied Psycholinguistics,16,463-488。
4.
De Gelder, Béatrice、Vroomen, Jean、Bertelson, Paul(1993)。The effects of alphabetic reading competence on language representation in bilingual Chinese subjects。Psychological Research,55,315-321。
5.
Hartman III, Lawton. M.(1944)。The segmental phonemes of the Peiping dialect。Language,20,28-42。
6.
胡潔芳(200404)。Learning to spell with poor phonological awareness。英語教學,28(4),31-52。
7.
Lundberg, Ingvar、Frost, Jørgen、Petersen, Ole-Peter(1988)。Effects of an extensive program for stimulating phonological awareness in preschool children。Reading Research Quarterly,23,263-284。
8.
Morais, José、Bertelson, Paul、Cary, Luz、Alegria, Jesus(1986)。Literacy training and speech segmentation。Cognition,24(1/2),45-64。
9.
Tunmer, William E.、Nesdale, Andrew R.(1982)。The effects of digraphs and pseudowords on phonemic segmentation in young children。Applied Psycholinguistics,3,299-311。
10.
Torgesen, Joseph K.、Wanger, Richard K.、Rashotte, Carol A.(1994)。Longitudinal studies of phonological processing and reading。Journal of Learning Disabilities,27(5),276-286。
11.
Tunmer, William E.、Nesdale, Andrew R.(1985)。Phonemic segmentation skill and beginning reading。Journal of Educational Psychology,77,417-427。
12.
Morais, José、Cary, Luz、Alegria, Jesus、Bertelson, Paul(1979)。Does awareness of speech as a sequence of phones arise spontaneously?。Cognition,7(4),323-331。
13.
Read, Charles、Zhang, Yun-Fei、Nie, Hong-Yin、Ding, Bao-Qing(1986)。The ability to manipulate speech sounds depends on knowing alphabetic writing。Cognition,24(1/2),31-44。
14.
Mann, Virginia A.、Liberman, Isabelle Y.(1984)。Phonological awareness and verbal short term memory。Journal of Learning Disabilities,17(10),592-599。
15.
Tsai, J.-L.、Lee, C.-Y.、Tzeng, O. J. L.、Hung, D. L.、Yen, N.-S.(2004)。Use of phonological codes for Chinese characters: Evidence from processing of parafoveal preview when reading sentences。Brain and Language,91,235-244。
16.
柯華葳、李俊仁(19961200)。國小低年級學生語音覺識能力與認字能力的發展:一個縱貫的研究。國立中正大學學報,7(1),49-66。
延伸查詢
17.
Stanovich, Keith E.、Cunnigham, Anne E.、Cramer, Barbara B.(1984)。Assessing phonological awareness in kindergarten children: Issues of task comparability。Journal of Experimental Child Psychology,38(2),175-190。
18.
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。
19.
Huang, Hsiu-Shuang、Hanley, J. Richard(1995)。Phonological awareness and visual skills in learning to read Chinese and English。Cognition: International Journal of Cognitive Science,54(1),73-98。
20.
Stanovich, Keith E.、West, Richard F.(1989)。Exposure to print and orthographic processing。Reading Research Quarterly,24(4),402-433。
會議論文
1.
Torgesen, Joseph、Davis, Charlotte、Wagner, Richard K.(1993)。lndividual differences variables that predict response to training in phonological awareness。The annual meeting of the American Educational Research Association。Atlanta, GA。
2.
Wan, H. Samuel.(1997)。漢語音標芻議。The First Conference on the Development of the Languages in Taiwan。National Hsin-Chu Teachers' College。
圖書
1.
Bentin, Shlomo.(1992)。Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge。Orthography, Phonology, Morphonology, and Meaning。Amsterdam:Elsevier, North-Holland。
2.
Bradley, Lynette、Bryant, Peter E.(1985)。Rhyme and Reason in Reading and Spelling。University of Michigan Press。
3.
Elkonin, D. B.(1973)。USSR。Comparative Reading: Cross-National Studies of Behavior and Processes in Reading and Writing。New York:Macmillan。
4.
Wan, H. Samuel、Hsiao, Pao-Chin(2008)。華語三合元音之中間元音開合與聲調及音長的關係。Step by Step: Papers in Honor of Professor Robert Liang-Wei Cheng on the Occasion of his Retirement。Taipei:Crane。
5.
中國社科院語言研究所詞典編輯室(1990)。現代漢語詞典。香港:商務印書館。
延伸查詢
6.
鄭錦全(1974)。A Synchronic Phonology of Mandarin Chinese。The Hague, the Netherlands:The Mouton。
7.
Goswami, Usha C.、Bryant, Peter E.(1990)。Phonological Skills and Learning to Read。Hillsdale, NJ:Hove, England:Lawrence Erlbaum:Psychology Press。
8.
趙元任(1968)。A Grammar of Spoken Chinese。University of California Press。
單篇論文
1.
Chen, S.W.,Wang, M.,Cheng, C. X.(2005)。Is there an Ll orthography transfer effect?。
圖書論文
1.
Stanovich, Keith. E.、West, Richard F.、Cunningham, Anne E.(1991)。Beyond phonological processes: Print exposure and orthographic processing。Phonological Processes in Literacy: A Tribute to lsabelle Y. Liberman。Hillsdale, NJ:Lawrence Erlbaum。
2.
Mattingly, I. G.(1972)。Reading, the linguistic process, and linguistic awareness。Language by ear and by eye: The relationships between speech and reading。Cambridge, MA:The MIT Press。
3.
Treiman, Rebecca、Zukowski, Andrea(1991)。Levels of phonological awareness。Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman。Hillsdale, NJ:Lawrence Erlbaum Associates。
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