就學與否對隔代教養學前兒童語言能力之影響探討

Effect of School Enrollment on the Language Ability of Preschool Children in Skipped-Generation Family

本研究旨在探討隔代教養未就學和已就學之學前兒童在語言理解和語言表達能力上是 否有差異。本研究採取方便取樣，選取新北市、雲林縣、臺南市、高雄市、花蓮縣3－4 歲隔代教養未就學及已就學之學前兒童各10 名進行配對。兩組兒童在年齡、性別、家庭社 經水準、家中主要使用語言、家中同住兒童數等控制變項上，均未達顯著差異，但認知能 力則有顯著差異。兩組兒童均接受「修訂學前兒童語言障礙評量表」、「華語兒童理解與表 達詞彙測驗」及「中文色塊測驗」三項標準化語言測驗，並收集45 句會話樣本及一個敘事 樣本進行分析，以了解其語言理解與語言表達能力。研究結果以Wilcoxon 等級和檢定方法 進行統計分析，結果顯示，隔代教養未就學組兒童與隔代教養已就學組兒童在「中文色塊 測驗」的表現達到統計上的顯著差異，但在「修訂學前兒童語言障礙評量表」和「華語兒 童理解與表達詞彙測驗」之表現則無顯著差異。另外，兩組兒童在敘事樣本指標中的「結 果」、「人稱代名詞凝聚完整率」及「敘事發展層次」亦達到統計上的顯著差異，但在會話 樣本中各指標的表現則無顯著差異。

This study investigated the differences in the language comprehension and expression abilities between preschool children who have and have not enrolled in school. Convenience sampling was adopted to select preschool children 3-4 year of age in skipped-generation family living in New Taipei City， Yunlin County， Tainan City， Kaohsiung City， and Hualien County. A total of 10 children were recruited for both the enrolled and nonenrolled groups. The two groups differed nonsignificantly in control variables such as age， sex， family socioeconomic status， primary language at home， and number of siblings at home， but they demonstrated significantly different cognitive abilities. All participating children received three standardized language tests， namely， the Revised Language Disorder Assessment for Preschoolers， the Receptive and Expressive Vocabulary Test， and the Mandarin Token Test. In addition， 45 sentences from a conversation sample and a narration samples were collected from the participants， on the basis of which an analysis was made to examine the participants’ language comprehension and expression abilities. The Wilcoxon rank-sum test was used to analyze the collected data， revealing that the two groups attained significantly different scores on the Mandarin Token Test， whereas their scores for the remaining two tests differed nonsignificantly. Concerning the narration sample indicators， the two groups demonstrated significantly different performances in consequence (a story grammar element)， personal pronouns reference， and story structure levels. However， their conversation indicators differed nonsignificantly.