兒童漢語構詞覺識與聲韻覺識之關係

The Relationship between Morphological and Phonological Awareness in Chinese-Speaking Children

10.6393/JCLT.200806.0045

胡潔芳(Chieh-Fang Hu)

構詞覺識 ； 聲韻覺識 ； 語言發展 ； 心理語彙重建 ； morphological awareness ； phonological awareness ； language development ； lexical restructuring

華語文教學研究

5卷1期（2008 / 06 / 01）

45 - 66

繁體中文

近年來，中西方研究皆發現構詞覺識與聲韻覺識關係密切，但並不瞭解這種關係爲何也存在於非拼音文字系統的漢語。本研究以兩項研究驗證下列假設：構詞覺識與聲韻覺識的關係來自於語言符碼的歸類能力。研究對象爲75位國小三年級學童。實驗一：受試學童於三年級時接受兩項漢語聲韻覺識、漢語詞彙量、與記憶廣度測驗。兩項漢語聲韻覺識分別測試學童之聲韻分割與歸類能力。受試學童於四年級時接受漢語構詞覺識測驗。結果顯示聲韻覺識中的聲韻歸類能力能預測學童四年級時的漢語構詞覺識，且此預測力於控制學童之漢語詞彙量與記憶廣度等兩項相關能力後仍達顯著水準；但聲韻分割能力則無此顯著關係。實驗二測試學童之英語聲韻覺識，結果顯示學童依英語符碼分佈結構歸類聲韻的能力與漢語構詞覺識關係顯著，但非依英語符碼分佈結構歸類聲韻的能力則與漢語構詞覺識無關。兩項實驗結果支持本研究之假設。

Although research has documented a close relationship between morphological and phonological awareness, it remains unclear why the relationship also exists in non-alphabetic languages such as Chinese. This study tested the hypothesis that the relationship exists because both abilities require an insight into how the linguistic signs are categorized and structured in a language. In Experiment 1, 75 third graders of Chinese were administered tests of Chinese vocabulary and digit span. Two Chinese phonological awareness tests were given to assess children's sound segmentation and categorization abilities. In Grade 4, children took a Chinese morphological awareness task. Results indicated that after controlling for the variance in Chinese vocabulary and digit span, children's morphological awareness was predicted by their performances in sound categorization but not by their performances in sound segmentation. In Experiment 2, children took two tests of English phonological awareness. Results revealed that children's morphological awareness of Chinese was predicted by the ability to categorize English-sounding words based on the distributional nature of English but not by the one based on the knowledge transferred from Chinese. The results supported the hypothesis put forth in the study.

1. Hu, C. F.(2004).The development of phonological representations among Chinese-speaking children.Taiwan Journal of Linguistics,2,103-130.
   連結：
2. Adams, M.(1990).Beginning to read: Thinking and learning about print.Cambridge MA:MIT Press.
3. Anglin J. M.,Miller, G. A.,Wakefield, P. C.(2005).Vocabulary Development: A Morphological Analysis.Monographs of the Society for Research in Child Development,58(10),1-186.
4. Avons, S. E.,Wragg, C. A.,Cupples, L.,Lovegrove, W. J.(1998).Measures of phonological short-term memory and their relationship to vocabulary development.Applied Psycholinguistics,19,583-601.
5. Bertram, R.,Laine, M.,Virkkala, M. M.(2000).The role of derivational morphology in vocabulary acquisition: Get by with a little help from my morpheme friends.Scandinavian Journal of Psychology,41,287-296.
6. Bowey, J. A.(2001).Nonword repetition and young children`s receptive vocabulary: A longitudinal study.Applied Psycholinguistics,22,441-469.
7. Caravolas, M.,Bruck, M.(1993).The effect of oral and written language input on children`s phonological awareness: a cross-linguistic study.Journal of Experimental Child Psychology,55,1-30.
8. Carlisle, J. F.,L. B. Feldman (Ed.)(1995).Morphological aspects of language processing.Hillsdale, NJ:Erlbaum.
9. Carlisle, J. F.,Nomanbhoy, D. M.(1993).Phonological and morphological awareness in first graders.Applied Psycholinguistics,14,177-195.
10. Casalis, S.,Louis-Alexandre, M. F.(2000).Morphological analysis, phonological analysis, and learning to read French: A longitudinal study.Reading and Writing: An Interdisciplinary Journal,12,303-335.
11. Chen, S. W.(2006).Maryland,University of Maryland, College Park.
12. Cheung, H.,Chen, H-C.,Lai, C. Y.,Wong. O. C.,Hills, M.(2001).The development of phonological awareness effects of spoken language experience and orthography.Cognition,81,227-241.
13. Chung, W. L.,Hu, C. F.(2007).Morphological awareness and learning to read Chinese.Reading and Writing: An Interdisciplinary Journal,20(5),441-461.
14. Chung, W. W.-L.(2005).Taiwan,Fu Jen Catholic University.
15. Cisero, C. A.,Royer, J. M.(1995).The development of cross-language transfer of phonological awareness.Contemporary Educational Psychology,20,275-303.
16. Comeau, L.,Cormier, P.,Grandmaison, E.,Lacroix, D.(1999).A longitudinal study of phonological processing skills in children learning to read in a second language.Journal of Educational Psychology,91,29-43.
17. de Cara, B.,Goswami, U.(2003).Phonological neighbourhood density: Effects in a rhyme awareness task in five-year-old children.Journal of Child Language,30,695-710.
18. de Jong, P. F.,Seveke, M.-J.,van Veen, M.(2000).Phonological sensitivity and the acquisition of new words in children.Journal of Experimental Child Psychology,76,275-301.
19. Deacon, S. H.,Kirby, J. R.(2004).Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development.Applied Psycholinguistics,25,223-238.
20. Durgunoglu, A. Y.,Nagy, W. E.,Hancin-Bhatt, B. J.(1993).Cross-language transfer of phonological awareness.Journal of Educational Psychology,85,453-465.
21. Eimas, P. D.,Siqueland, E. R.,Jusczyk, P.,Vigorito, J.(1971).Speech perception in early infancy.Science,171,304-306.
22. Fowler, A. E.,S. A. Brady,D. P. Shankweiler (Eds.)(1991).Phonological processes in literacy.Hillsdale, NJ:Lawrence Erlbaum.
23. Freyd, P.,Baron, J.(1982).Individual differences in acquisition of derivational morphology.Journal of Verbal Learning and Verbal Behavior,21,282-295.
24. Gomez, R. L.,Gerkin, L. A.(2000).Infant artificial language learning and language acquisition.Trends in Cognitive Science,9,220-225.
25. Hancin-Bhatt, B.,Nagy, W.(1994).Lexical transfer and second language morphological development.Applied Psycholinguistics,15,289-310.
26. Ho, C. S. H.,Bryant, P.(1997).Phonological skills are important in learning to read Chinese.Developmental Psychology,33,946-951.
27. Hu, C. F.(2003).Phonological memory, phonological awareness, and foreign language word learning.Language Learning,53,429-462.
28. Hu, C. F.,Catts, H. W.(1998).The role of phonological processing in early reading ability: What we can learn from Chinese.Scientific Studies of Reading,2,55-79.
29. Hu, C. F.,Schuele, C. M.(2005).Learning nonnative names: The effect of poor native phonological awareness.Applied Psycholinguistics,26,343-362.
30. Kessler, B.,Treiman, R.(1997).Syllable structure and the distribution of phonemes in English syllables.Journal of Memory and Language,37,295-311.
31. Ku, Y.-M.,Anderson, R. C.(2003).Development of morphological awareness in Chinese and English.Reading and Writing: An interdisciplinary Journal,16,399-422.
32. Lu, L.,Liu, H. H.(1998).Peabody Picture Vocabulary Test-Revised.Taipei:Psychological.
33. Mahony, D.,Singson, M.,Mann, V.(2000).Reading ability and sensitivity to morphological relations.Reading and Writing: An Interdisciplinary Journal,12,191-218.
34. Mann, V. A.(2000).Introduction to special issue on morphology and the acquisition of alphabetic writing system.Reading and Writing: An Interdisciplinary Journal,12,143-147.
35. McBride-Chang, C.,Cheung, H.,Chow, B.,W.-Y.,Chow, C. S.-L.,Choi, L.(2006).Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2).Reading and Writing,19,695-176.
36. McBride-Chang, C.,Cho, J.-R.,Liu, H.,Wagner, R. K.,Shu, H.,Zhou, A.,Cheuk, C. S.-M.,Nuse, A.(2005).Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States.Journal of Experimental Child Psychology,92,140-160.
37. McBride-Chang, C.,Shu, H.,Zhou, A.,Wat, C.-P.,Wagner, R. K.(2003).Morphological awareness uniquely predicts young children`s Chinese character recognition.Journal of Educational Psychology,95,743-751.
38. McBride-Chang, C.,Wagner, R. K.,Muse, A.,Chow, B. W.-Y.,Shu, H.(2005).The role of morphological awareness in children`s vocabulary acquisition in English.Applied Psycholinguistics,26,415-435.
39. Metsala, J. L.(1999).Young children`s phonological awareness and nonword repetition as a function of vocabulary development.Journal of Educational Psychology,91,3-19.
40. Nagy, W. E.,Anderson, R.(1984).The number of words in printed school English.Reading Research Quarterly,19,304-330.
41. Packard, J. L.(2000).The morphology of Chinese: A linguistic and cognitive approach.New York, NY:Cambridge.
42. Singson, M.,Mahony, D.,Mann, V.(2000).The relation between reading ability and morphological skills: Evidence form derivational suffixes.Reading and Writing: An Interdisciplinary Journal,12,219-252.
43. Storkel, H. L.(2002).Restructuring of similarity neighborhoods in the developing mental lexicon.Journal of Child Language,29,251-274.
44. Swisher, L.,Snow, D.(1994).Learning and generalization components of morphological acquisition by children with specific language impairments: Is there a functional relation.Journal of Speech and Hearing Research,37,1406-1413.
45. Treiman, R.(1986).The division between onsets and rimes in English syllables.Journal of Memory and Language,25,476-491.
46. Treiman, R.,Breaux, A. M.(1982).Common phoneme and overall similarity relations among spoken syllables: Their use by children and adults.Journal of Psycholinguistic Research,11,569-598.
47. Treiman, R.,Mullennix, J.,Bijeljac-Babic, R.,Richmond-Welty, D.(1995).The special role of rimes in the description, use, and acquisition of English orthography.Journal of Experimental Psychology: General,124,107-136.
48. Tyler, A.,Nagy, W.(1989).The acquisition of English derivational morphology.Journal of Memory and Language,28,649-667.
49. Walley, A. C.(1993).The role of vocabulary development in children`s spoken word recognition and segmentation ability.Developmental Review,13,286-350.
50. Wang, M.,Cheng, C.,Chen, S.-W.(2006).Contribution of morphological awareness to Chinese-English biliteracy acquisition.Journal of Educational Psychology,98,542-553.
51. White, T. G.,Power, M. A.,White, S.(1989).Morphological analysis: Implications for teaching and understanding vocabulary growth.Reading Research Quarterly,24,283-304.

1. 陳俊光、張苾含、胡潔芳(2013)。英漢雙語學童聲韻覺識及構詞覺識與英漢認字能力之相關研究。教育心理學報，45(2)，201-220。
2. (2024)。中文詞素覺識訓練軟體對台灣南部偏遠地區國小四年級弱讀生詞彙知識成效之影響。教育學報，52(1)，61-83。