小學國語低成就學生後設語言覺知實驗教學成效分析

THE EFFECTS OF METALINGUISTIC AWARENESS TRAINING OF THE LOW-ACHIEVERS AT ELEMENTARY SCHOOLS

本研究之目的主要探討接受實驗教學之學童其在接受教學訓練後之音韻聲調覺知能力、詞素覺知能力與認字能力之實驗效益。本研究對象為台南市勝利國小三年級國語科低成就、智力正常、本國籍學生、無情緒障礙、無生理感官缺陷學生，並經『中文年級認字量表』（黃秀霜，民87）篩選後，其認字能力為百分等級30以下學童，共計24人，其中包括男生16人、女生8人。本研究所使用之研究工具有自編之『音韻覺知能力測驗』、『聲調覺知能力測驗』、『詞素覺知能力測驗』與『中文年級認字量表』四種測驗。研究結果如下：一、接受後設語言覺知之音韻聲調教學訓練、詞素覺知教學訓練之學童，在其在所接受之訓練後測上，其表現皆顯著優於前測。二、以各測驗之前測成績為共變數，接受某一教學訓練之學童在該測驗的後測，其表現會顯著優於未接受教學訓練的學童。三、接受詞素覺知教學訓練之學童的認字測驗之後測，表現顯著優於控制組學童。

This study investigated the Chinese metalinguistic awareness in elementary school children. The main purpose is to examine the training effects of metalinguistic awareness on Chinese character recognition ability. Participants in the present study were 24 second graders whose percentile ranks in the 'Graded Chinese Characters Reading Test' (Huang, 1998) were lower than 30 percentile rank in the norms. The test materials in the research included: Phonological Awareness Test, Tone Awareness Test, Morpheme Awareness Test, and the Graded Chinese Characters Reading Test. The results of the study were summarized as follows: (1) The main effects of metalinguistic awareness training on phonological and morphological awareness were significant, but the effect on the tonal awareness was not. The results showed that phonological and morphological awareness were found to develop with grade level. (2) Metalinguistic awareness was significantly related to character recognition ability. (3) The results from this study suggest that the metalinguistic awareness training can help children to raise their metalinguistic awareness ability and character recognition ability.