國小師資生國語發音錯誤之調查與分析

Investigation and Analysis of Mandarin Pronunciation Errors among Elementary Pre-service Teachers

教學中，教師的口齒清晰、表達流暢是相當重要的。臺灣的國小師培課程當中與國語發音最有關的應是「國音及說話」這一門課，此課程也是國語文教材法的先修課程，其重要性不言而喻。研究者連續多年在本校師培中心開設此課程，在教學過程中發現以下問題，首先是國小師資生國語發音與標準尚有段距離，其次是觀察到教材中的發音重點與師資生的發音錯誤或有出入，且難以具體評量國小師資生國語發音現況。為解決以上問題，本研究目的為調查國小師資生國語發音偏誤類型與比例，以此為基礎，提出「國音及說話」課程在國語發音上的教學建議。研究對象為本校修習「國音及說話」課程的國小師資生，語音資料齊全者共計186位。研究工具為教育部對外華語教學能力認證考試「華語口語與表達」試題，以及「國語發音分類與標記表」，邀請資深評分委員共同參與，與研究者共計兩位評分委員。研究方法為調查研究法，步驟包括錄音、轉寫、分析。研究結果發現國小師資生國語發音錯誤率由高而低分別為音變（16.57 %）、聲調（13.01 %）、韻母（9.19 %）與聲母（3.13 %），發音問題大多因為師資生對於聲母的發音部位與發音方法、韻母的完整結構、聲調的音高，以及音變規則認識不足且未能具體落實所導致，故建議在教學時不僅是教授國音理論，更需包括說話實務演練，提供師資生足夠時間練習發音。本研究透過全面且系統地探討師資生國語發音相關問題，並以此為基礎，為國民小學師資培育之國語發音教學提出具體建議，期望能突破前人研究之侷限，給國民小學師資培育帶來更具體的貢獻。

 

Effective oral expression is essential in the teaching profession. The “Chinese Phonology and Speech” course in Taiwan is pivotal in the elementary school teacher training curriculum, focusing on Mandarin pronunciation. However, challenges arise as elementary pre-service teachers often exhibit deviations from standard Mandarin pronunciation. There are also discrepancies between the pronunciation emphasis in the teaching materials and errors made by elementary pre-service teachers. This study examined the types and proportions of Mandarin pronunciation errors among 186 elementary pre-service teachers who took the “Chinese Phonology and Speech” course. We adopted a survey research approach using the “Mandarin Oral and Expressive Ability Test” and the “Mandarin Pronunciation Classification and Marking Table,” involving recording, transcription, and analysis. Results indicate that the highest rates of pronunciation errors occurred in phonological changes (16.57 %), tone (13.01 %), vowels (9.19 %), and initial consonants (3.13 %). Common issues included a lack of understanding regarding articulation positions and methods of initial consonants, vowel structures, tonal pitch, and phonological change rules. To address these challenges, we recommend integrating practical speaking exercises alongside the theory of national pronunciation to provide sufficient practice for elementary pre-service teachers. This research provides valuable insights into Mandarin pronunciation issues faced by elementary pre-service teachers. We provide recommendations for enhancing Mandarin pronunciation teaching in the elementary school teacher training curriculum while contributing to the education of future elementary school teachers.