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。

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.