同時習得三國幼兒音韻之跨語音現象： 閩南語、西班牙語及中文為母語為例

Cross-linguistic Evidence in Phonology in a Multilingual Child: Taiwanese- Spanish-Mandarin

音韻學是語言學理論中研究其聲音糸統的次領域，除了可以用來分析語言間的相似和差異性外，也可以用來了解兒童語言的聲音糸統發展。此研究分析重點在跨語言的語言學習影響，特別強調學習者在音韻學及詞彙領域中的互動。研究發現：小孩同時習得三種語言情形下是有一些音的干擾。研究結果更指出：多語學習小孩雖在音韻上的發展與單語學習小孩同步，然而在資料顯示上卻有其強勢語言、弱勢語言、語言的輸入、互相干擾音的及跨語言的現象等之不同情形產生。學習單一語言與多語的小孩其相似與對照的不同，在此跨語言的研究中頗具廣泛的意義。

Phonology is a theoretical concept that aims to account for investigating the subfield of the sound system. It can analyze the cross-linguistic similarities and differences in early sound acquisition that is developed from studies of monolingual and multilingual children. This paper provides evidence from a multilingual child’s early words. The child is exposed to Taiwanese, Spanish and Mandarin simultaneously. The paper aims to evaluate how a child interferes the sounds in three languages in a longitudinal study. The results show the trilingual child has the same development in languages as the monolingual children. The results of the study have implications for understanding language dominance, the role of input, the role of the weaker language and cross-linguistic influence and language transfer.