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題名：聽障學生國語文能力及錯誤類型之分析
書刊名：特殊教育研究學刊
作者：林寶貴／黃玉枝 引用關係
作者(外文)：Lin, Grace Bao-guey／Huang, Yuh-chih
出版日期：1997
卷期：15
頁次：頁109-129
主題關鍵詞：聽障學生；國語文能力；錯誤類型；測驗
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(14) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:13
  • 共同引用共同引用:85
  • 點閱點閱:50
　　　　　本研究為了解聽障學生的國語文能力及其錯誤類型，以八十四學年度就讀臺灣區 啟聰學班 (校 ) 之國小一年級至國中三年級的聽障學生為研究對象， 以「中華國語文能力 測驗」為研究工具， 資料經蒐集整理後，共有 375 名有效樣本，並以單因子變異數分析及 用 ITEMAN 程式分析每一選項答題人數的百分比及二系列相關值。 主要發現如下：1. 國中 階段啟聰學校或啟聰班的學生，其國語文能力約相當於國小普通班二、三年級學生的程度， 且在國小三年級以後進步漸趨緩慢。 2. 啟聰班學生在「注音」分測驗的表現最好，而啟學 校學生則以「選詞」測驗表現最好，兩組學生均以「重組」分測驗的表現最差。 3. 啟聰學 校與啟聰班學生，注音測驗錯誤較多的地方為偏旁相似而訛讀，其次為破音字。啟聰學校的 學生尚出現替代音及調號錯誤。 4. 啟聰班與啟聰學校的聽障學生，在詞彙測驗中主要的錯 誤大都是在成語及抽象詞彙的理解方面。 5. 啟聰班與啟聰學校的聽障學生，選詞測驗的主 要錯誤，較集中於命題敘述中必需填入四字成語的題目。 6. 啟聰班與啟聰學校的聽障學生 ，字形測驗的主要錯誤為以相似字或相似音的取代。 7. 啟聰班與啟聰學校的聽障學生，在 文意測驗方面，對從句子中摘要出其中存在的主要內涵，往往有困難。 8. 啟聰班與啟聰學 校的聽障學生，在語法分析方面的錯誤包括刪字詞、詞性辨別、標點符號、語尾助詞的選用 、連接詞的運用等。 9. 啟聰班與啟聰學校聽障學生對重組成完整的句子有困難。根據上述 的研究發現，本研究提出有關教學及未來進一步研究的建議。
　　　　　In order to understand the hearing impaired (HI) students' Chinese Language abilities and its error patterns, this study was conducted by HI students, from grades 1 through 9, of the special schools and classes for the deaf in Taiwan in 1995. The Chinese Language Abilities Test was used as the research instrument. Three hundred and seventy-five HI students' Chinese Language abilities were analyzed and examined with one-factor analysis of variance, ITEMAN program was used to anlayze the correct percentage of each item and to conduct a bi-serial analysis. The findings of this study were as follows: 1. The language abilities of the grade 7-9 HI students were equivalent to that of grade 2-3 students, and its scores increased slow by grade 3. 2. The best performance for the students iin special classes was phonetic task, while the students in the schools for the deaf was the vocabulary task. Both groups performed worst on the word-rearrangement task. 3. Most phonetic errors was the similar characters to be misidentified and thus incorrectly pronounced, then was the unusual way of pronunciation. Other error patterns found in HI students in special schools were sound substitution and tone misuse. 4. Most errors in the phrasing task was poor comprehension of idioms and figurative vocabulary. 5. The error in the vocabulary subtask was the requirement to place a 4-character idiom into a descriptive sentence based on its context. 6. The error in the morphology task was to substitute similar characters or phonetic for unknown vocabulary.7. HI students seemed to have difficulties to elicit the main idea from a sentence in the comprehension task. 8. The error of syntactic analysis made by the HI students included deletion words, distinction the parts of speech, usage of punctuation marks, suffix particles, conjunctions, etc. 9. HI students had difficulties to rearrange the word orders in a complete sentence. According to the findings above, this research provides relevant suggestions for instructional planning and further researches.
期刊論文
1.林寶貴、楊慧敏、許秀英(19950600)。中華國語文能力測驗之編製及相關因素之研究。特殊教育研究學刊，12，1-24。new window  延伸查詢new window
2.張蓓莉(19910600)。國小聽覺障礙學生句型理解能力研究。特殊教育研究學刊，7，87-108。new window  延伸查詢new window
3.薛明里(19960300)。聽覺障礙學生國語文詞句錯誤分析研究。特殊教育季刊，58，21-24。new window  延伸查詢new window
4.Erikson, M. E.(1987)。Deaf readers reading beyond the literal。American Annals of the Deaf，132，291-294。  new window
5.Davis, J. M.(1986)。Effects of mild and moderate hearing impairment on language, education, and psychosocial behavior of children。Journal of Speech and Hearing Disorders，51，42-52。  new window
6.Hanson, V. L.(1982)。Short-term recall by deaf signers of American sign language: implications of encoding strategy for order recall。Journal of Experimental Psychology, Learning Memory and Cognition，8，572-583。  new window
7.LaBerge, D.、Samuels, S. J.(1974)。Toward a theory of automatic information processing reading。Cognitive Psychology，6，293-323。  new window
8.Kelly, L. P.(1995)。Processing of bottom-up and top-down information by skilled and average deaf readers and implication for whole language instruction。Exceptional Children，61(4)，318-334。  new window
9.Meadow, K. P.(1968)。Early manual communication in relation to the deaf child's intellectual, social, and communicative function。American Annals of the Deaf，113，29-41。  new window
10.MacDougall, J. C.(1979)。The development of visual processing and short-term memory in deaf and hearing subjects。American Annals of the Deaf，124，16-22。  new window
11.Shand, M. A.(1982)。Sign-based short-term coding of American sign language and printed English words by congenitally deaf signers。Cognitive Psychology，14(1)，1-12。  new window
12.張蓓莉(19890600)。聽覺障礙學生之語言能力研究。特殊教育研究學刊，5，165-204。new window  延伸查詢new window
13.林寶貴、李真賢(19870600)。聽覺障礙學生國語文能力之研究。教育學院學報，12，1-29。new window  延伸查詢new window
14.張蓓莉(19870600)。回歸主流聽覺障礙學生語文能力之研究。特殊教育研究學刊，3，119-133。new window  延伸查詢new window
15.曾世杰(19890600)。聽覺障礙學生中文字或詞辨識之轉錄研究。特殊教育研究學刊，5，205-220。new window  延伸查詢new window
學位論文
1.Israelite, N.(1981)。Direct antecedent context and comprehension of reversible passive voice sentences by deaf reader(博士論文)。Pennsylvania State University。  new window
2.Wilson, K.(1979)。Influence and language in hearing and deaf children(博士論文)。Boston University。  new window
3.高令秋(1996)。歷程導向寫作教學法對國中聽覺障礙學生寫作能力影響之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.吳金娥、姚榮松、張孝裕、黃家定、廖吉郎、季旭升、高秋鳳、張美煜、楊如雪、劉瑞箏、林國樑、張正男、張素貞、葉德明、潘麗珠(1993)。國音及語言運用。臺北：三民書局。  延伸查詢new window
2.Center for Assessment and Demographic Studies(1991)。Stanford achievement test, eigth edition: Hearing-impaired norms booklet。Washington, DC：Gallaudet Research Institute, Gallaudet University。  new window
3.Bond, G.、Tinker, M. A.、Wasson, B. B.、Wasson, J. B.(1989)。Reading difficulties: Their diagnosis and correction。Englewood Cliffs, NJ：Prentice-Hall, Inc.。  new window
4.Hatcher, C.、Robbins, N.(1978)。The development of reading skills in hearingimpaired children。Cedar Falls：University of Northern Iowa。  new window
5.Lichtenstein, E.(1983)。The relationships between reading process and English skills of deaf students。Rochester, NY：National Technical Institute for the Deaf。  new window
6.Kretschmer, R. R.、Kretschmer, L. W.、Streng, A. H.(1978)。Language, learning, and deafness: Theory, application, and classroom management。New York：Grane & Stratton。  new window
7.King, C.、Quigley, S.(1985)。Reading and deafness。San Diego, CA：College-Hill Press。  new window
8.Quigley, S. P.、Kretschmer, R. E.(1982)。The education of deaf children: Issues, theory, and practice。London：Edward Arnold。  new window
9.Webster, L.(1986)。Deafness, development and literacy。London：Methuen。  new window
10.劉麗容(1991)。如何克服溝通障礙。臺北：遠流。  延伸查詢new window
11.Quigley, S. P.、Paul, P. V.(1984)。Language and deafness。San Diego, CA：College Hill Press。  new window
12.林寶貴、錡寶香、國立彰化師範大學特殊教育系(1989)。聽覺障礙學生國語文能力測驗之編製及其相關研究。教育部國教司。  延伸查詢new window
13.Gagné, E. D.(1985)。The Cognitive Psychology of School Learning。Boston：Little, Brown and Company。  new window
14.鄭麗玉(1993)。認知心理學：理論與應用。台北：五南。  延伸查詢new window
圖書論文
1.林寶貴、黃玉枝(1993)。聽覺障礙兒童普通推理能力結構及其相關因素之研究。學前特殊教育的發展。臺北：中華民國特殊教育學會。  延伸查詢new window
2.林寶貴、錡寶香(1994)。聽覺障礙學生國語文能力測驗之編製與運用。語言障礙與聽力障礙之評估。臺北：心理出版社。  延伸查詢new window
3.Allen, T.(1986)。Patterns of academic achievement among hearing impaired students: 1974 and 1983。Deaf Children in America。San Diego, CA：College-Hill：Little, Brown。  new window
4.Benton, S. L.、Kiewra, K. A.(1987)。The assessment of cognitive factors in academic abilities。The influence of cognitive psychology on testing。Hillsale, N. J.：Erlbaum。  new window
5.Harris, A.(1978)。The development of the deaf individual and the deaf individual and the deaf community。Deaf Children: Developmental prescriptives。NY：Academic Press。  new window
6.Quigley, S.、Paul, P.(1986)。A perspective on academic achievement。Deafness in perspective。San Diego, CA：College-Hill。  new window
 
 
 
 
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