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

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為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。研究對象為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.