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題名：國小兒童書寫語言評量指標研究
書刊名：特殊教育研究學刊
作者：林寶貴／黃瑞珍
作者(外文)：Lin, Bao-guey／Huang, Rei-jane
出版日期：1999
卷期：17
頁次：頁163-188
主題關鍵詞：書寫語言；語料分析；語言發展；Written language；Syntax；Semantics；Language sample analysis
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(7) 博士論文(0) 專書(1) 專書論文(0)
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　　　　　本研究主要目的在尋找顯著性的語法及語意指標，以供鑑定在書寫語言上有困難 的學生，並做為語文發展遲緩學生補救教學的參考依據。四組寫作提示中兩組為記敘文， 兩組為論說文來引導學生在最自然的情境下完成四篇寫作語料。研究者並發展中文語料分 析手冊來針對每件書寫語料做分析。本研究之對象為108名國小五年級學生，分為低、中、 高三組不同的語言能力（每組36名）。 　　本研究之主要發現如下：三組語言能力不同之學生在句子總數量上並沒有顯著差異， 但是在句子結構之複椎性上卻有顯著差異，亦即高能力組學生明顯的使用較多之複雜句型 ，而低能力組之學生則明顯地使用較多的簡單句。其次在長度方面，不管是用「字」或「 詞」來測量，均顯示高能力組學生句子長於中能力組及低能力組，並成為語法分析上最佳 之指標。語意方面，用來測量詞彙廣度之六種方法：總字數、總詞數、相異詞、非常用字 、非常用詞、及校正過之相異詞比例均可以用來區別三組語言能力不同之學生。本研究亦 驗證了用「字」為單位來測量詞彙廣度與用「詞」為單位，有相同的信度。廣泛的使用成 語也是兒童階段在書寫語言上一個顯著的特質。
　　　　　The purpose of this study was to identify sensitive indices that can be used for written language assessment of Chinese children in the areas of syntax and semantics. Four written prompts, two in the narrative mode and two in the expository mode, were utilized to elicit four written language samples per student. A scoring manual, developed by the investigator, was explicitly designed for scorers who were not linguists. Written language samples from 108 subjects (36 in each level of language achievement) were scored in both language domains, syntax, and semantics, based on potential indices. The results indicated there was not a significant difference in the total number of sentences written across the three levels; however, a significant difference was found in the number or proportion of the complexity of sentence structures used. Sentence length, measured either by characters or words, was found to be the best index to differentiate between the three groups regarding syntactic complexity of a written sample. With respect to the semantic domain, results indicated that six factors used to measure vocabulary size can best differentiate vocabulary maturity among the groups. The findings also provided evidence that using characters as a unit to measure the vocabulary size or sentence length has the same reliability as that measured by words. In addition, greater use of idioms in written texts appears to be characteristic of language proficiency during school-aged children.
期刊論文
1.Nippold, M. A.、Taylor, C. L.(1995)。Idiom understanding in youth: Further examination of familiarity and transparency。Journal of Speech and Hearing Research，38(2)，426-433。  new window
2.Andolina, C.(1980)。Syntactic maturity and vocabulary richness of learning disabled children at four age levels。Journal of Learning Disabilities，12，372-377。  new window
3.Brown, J. D.、Hilgers, T.、Marsella, J.(1991)。Essay prompts and topics: Minimizing the effects of main differences。Written Communication，8(4)，533-556。  new window
4.Engelhard, G.、Gordon, B.、Gabrielson, S.(1991)。The influence of mode of discourse, experiential demand, and gender on the quality of student writing。Research in the Teaching of English，26，315-336。  new window
5.Gibbs, R. W.(1987)。Linguistic factors in children's understanding of idioms。Journal of child Language，14，569-586。  new window
6.Knudson, R. E.(1992)。Analysis of argumentative writing at two grade levels。Journal of Education Research，85(3)，169-179。  new window
7.Newcomer, P. L.、Barenbaum, E. M.(1991)。The written composing ability of children with learning disabilities: A review of the literature from 1980 to 1990。Journal of Learning Disabilities，24(10)，578-593。  new window
8.Nippold, M. A.(1993)。Developmental makers in adolescent language: Syntax, semantics, and pragmatics。Language, Speech, and Hearing Services in School，24，21-28。  new window
9.Smith, W. L.、Hull, G. A.、Land, R. E.、Moore, M. T.、Ball, C.、Durham, D. E.、Hickey, L. S.、Ruzich, C. W.(1985)。Some effects of varying the structure of a topic on college students' writing。Written Communication，2，73-89。  new window
10.Stewart, M. F.、Grobe, C. H.(1979)。Syntactic maturity, mechanics of writing, and teachers' quality rating。Research in the Teaching of English，13，207-215。  new window
11.Wiig, E. H.、Secord, W.、Jesen, B. E.、King, C. R.(1991)。Multiple perceptions of word relationships: Evidence of growth in elementary school children。Folia Phoniatr，43，1-6。  new window
12.Nagy, W. E.、Anderson, R.(1984)。The number of words in printed school English。Reading Research Quarterly，19(3)，304-330。  new window
13.Morris, N. T.、Crump, W. D.(1982)。Syntactic and vocabulary development in the written language of learning disabled and non-learning disabled students at four age levels。Learning Disabled Quarterly，5，167-181。  new window
14.Houck, C. K.、Billingsley, B. S.(1989)。Written expression of students with and without learning disabilities: Differences across the grades。Journal of learning Disabilities，22，561-572。  new window
15.Barenbaum, E.、Newcomer, P.、Nodine, B.(1987)。Children's ability to write stories as a function of variation in task, age, and developmental level。Learning Disability Quarterly，10，175-188。  new window
研究報告
1.O'Hare, F.(1973)。Sentence combining Improve student writing without formal grammar instruction。Urbana, IL：National Council of Teachers of English。  new window
2.張新仁(1993)。不同寫作能力的國小學童之寫作過程研究。  延伸查詢new window
圖書
1.Tindal, G. A.、Marston, D. B.(1990)。Classroom-based assessment: Evaluating instructional outcomes。New York：Merrill/Macmillan。  new window
2.Loban, W.(1976)。Language development: Kindergarten through grade twelve。Urbana, IL：National Council of Teacheers of English。  new window
3.臺北市新興國中(1994)。青少年國語文能力測驗。臺北市：教師研習中心。  延伸查詢new window
4.國立編譯館、黃堅厚(1967)。國民學校常用字彙研究。臺北市：中華書局。  延伸查詢new window
5.Howell, K. W.、Fox, S. L.、Morehead, M. K.(1993)。Curriculum-based evaluation: Teaching and decision making。Pacific Grove CA：Brooks/Cole。  new window
6.Lee, D. M.、Rubin, J. B.(1979)。Children and language。Belmont, CA：Wadsworth。  new window
7.O'Donnell, R. C.、Griffin, W. J.、Norris, R. C.(1967)。Syntax of kindergarten and elementary school children: A transformational analysis。Urbana, IL：National Council of Teachers of English。  new window
8.Owens, R.(1992)。Language development: An introduction。New York：Merrill/Macmillan。  new window
9.Ruth, L.、Murphy, S.(1988)。Designing writing tasks for the assessment of writing。Norwood, NJ：Ablex。  new window
10.Spandel, V.、Stiggins, R. J.(1990)。Creative writers: Linking assessment and writing instrucation。New York：London：Longman：Longman。  new window
11.Suen, C. Y.(1986)。Computational studies of the most frequent Chinese words and sounds。Fu Loong。  new window
12.Templin, Mildred(1957)。Certain language skills in children: Their development and interrelationships。Minneapolis：University of Minnesota Press。  new window
13.Gerber, A.(1993)。Language-related learning disabilities: Their nature and treatment。Baltimore：Brooks。  new window
14.張正芬、吳武典(1984)。國語文能力測驗。臺北：國立臺灣師範大學特殊教育中心。  延伸查詢new window
15.Anglin, J. M.(1993)。Vocabulary development: A morphological analysis。Chicago：The University of Chicago Press。  new window
16.White, E. M.(1994)。Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance。San Francisco, CA：Jossey-Bass。  new window
17.國立政治大學教育系(1982)。兒童常用詞彙研究：國民小學低年級。臺北：臺灣省國民學校教師研習會。  延伸查詢new window
18.趙元任(1968)。A Grammar of Spoken Chinese。University of California Press。  new window
單篇論文
1.Brand, A. G.(1991)。Constructing tasks for direct writing assessment: A frotier revisited(ED 340 037)。  new window
2.Chinn, J. A.(1979)。Verb choice and its effectiveness as measured by holistic evaluation(ED 198 545)。  new window
3.Gunderson, L.，Murphy, S.(1981)。Developmental characteristics of the writing of urban students at grade 2, 5, 8, and 11(ED 207 458)。  new window
圖書論文
1.Blachowicz, C. L. Z.(1994)。Problem-solving strategies for academic success。Language learning disabilities in school-age children and adolescents。New York：Macmillan。  new window
2.Gregg, N.(1991)。Disorders of written expression。Written language disorders: Theory into practice。Austin TX：Pro-Ed。  new window
3.Hooper, S. R.、Swartz, C.、Reed, M. S.、Sander, A. D.、Levine, M. D.、Watson, T. E.、Wasileski, T.(1993)。Measurement of written language expression。Frames of reference for the assessment of learning disabilities: New views on measurement issues。Baltimore：Brooks。  new window
4.Isaacson, S.(1985)。Assessing written language skills。Communication skills and classroom success: Assessment of language learning disabled students。San Diego, CA：College-Hill。  new window
5.Nelson, N. W.(1994)。Later stages。Childhood language disorders in context: Infancy through adolescence。New York：Macmillan。  new window
6.Nippold, M. A.(1988)。The literature lexicon。Later language development: Age nine through nineteen。Austin, TX：Pro-Ed。  new window
7.Perera, K.(1986)。Language acquisition and writing。Language acquisition: Studies in first language development。Cambridge：Cambridge University Press。  new window
8.Rousseau, M. K.(1990)。Errors in written language。Assessing students with special needs。New York：Longman。  new window
9.Scott, C. M.(1994)。A discourse continuum for school-age students: Impact of modality and genre。Language learning disabilities in school-age children and adolescents。New York：Macmillan。  new window
 
 
 
 
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