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題名：部落原住民族幼兒敘說能力與聲韻覺識的關係初探
書刊名：人類發展與家庭學報
作者：劉祐如／賴文鳳 引用關係
作者(外文)：Liu, Yu-ju／Lai, Wen-feng
出版日期：2017
卷期：18
頁次：頁65-87
主題關鍵詞：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
原始連結：連回原系統網址new window
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  • 共同引用共同引用:291
  • 點閱點閱:27
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。
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.
期刊論文
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11.錡寶香(20010900)。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。new window  延伸查詢new window
12.林珮伃、林宛儒(20150400)。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。new window  延伸查詢new window
13.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。  new window
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16.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。  new window
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18.賴文鳳、陳妍妤(20170100)。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，20(1)，201-227。new window  延伸查詢new window
19.辛靜婷(20161000)。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，19(4)，191-227。new window  延伸查詢new window
20.Ball, J.、Bernhardt, B. M.(2008)。First Nations English dialects in Canada: Implications for speech-language pathology。Clinical Linguistics and Phonetics，22(8)，570-588。  new window
21.Crago, M. B.、Eriks-Brophy, A.、Pesco, D.、McAlpine, L.(1997)。Culturally based miscommunication in classroom interaction。Language, Speech and Hearing Services in Schools，28(3)，245-254。  new window
22.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。  new window
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27.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。  new window
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29.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。  new window
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32.譚光鼎、林明芳(20020600)。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。new window  延伸查詢new window
33.黃毅志(20031200)。「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。new window  延伸查詢new window
研究報告
1.簡淑真、曾世杰(2007)。扶助幼稚園弱勢幼兒閱讀學習與教材研發研究計畫。台北：教育部。  延伸查詢new window
圖書
1.Berman, R. A.、Slobin, D. I.(1994)。Relating Events in Narrative: A Crosslinguistic Developmental Study。Hillsdale, N.J.：Lawrence Erlbaum Associates。  new window
2.Labov, W.(1972)。Language in the inner city: Studies in the black English vernacular。Philadelphia, PA：University of Pennsylvania Press。  new window
3.MacWhinney, Brian(2000)。The CHILDES Project: Tools for Analyzing Talk。Lawrence Erlbaum Associates。  new window
4.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.。  new window
5.Peterson, C.、McCabe, A.(1983)。Developmental psycholinguistics: Three ways of looking at a child's narrative。New York：Plenum。  new window
圖書論文
1.Cuneo, C. N.、McCabe, A.、Melzi, G.(2008)。Mestizaje: Afro-Caribbean and indigenous Costa Rican children's narratives and links with other traditions。Spanish-language narration and literacy: Culture, cognition, and emotion。New York：Cambridge University Press。  new window
2.McCabe, A.(1997)。Developmental and cross-cultural aspects of children's narration。Narrative development: Six approaches。Hillsdale, NJ：Erlbaum。  new window
3.Bialystok, Ellen(1993)。Metalinguistic awareness: The development of children's representations of language。Systems of representation in children: Development and use。John Wiley and Sons, Inc.。  new window
 
 
 
 
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