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音韻能力對兒童詞彙學習之影響

台灣大學語言學研究所碩士論文. 音韻能力對兒童詞彙學習之影響. The Role of Phonological Capacity in Children’s Vocabulary Learning Process 指導老師: 張顯達 研 究 生: 楊淑雯. Introduction. Young children display a rapid growth in vocabulary (Smith, 1926; Templin, 1957; Carey, 1978).

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音韻能力對兒童詞彙學習之影響

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  1. 台灣大學語言學研究所碩士論文 音韻能力對兒童詞彙學習之影響 The Role of Phonological Capacity in Children’s Vocabulary Learning Process 指導老師: 張顯達 研 究 生: 楊淑雯

  2. Introduction • Young children display a rapid growth in vocabulary (Smith, 1926; Templin, 1957; Carey, 1978). • Word learning essentially involves a mapping between the sound patterns (phonological representations) and the meanings (semantic representations) of individual words. • Fast-mapping process (Carey & Bartlett, 1978) • Nonlinguistic strategies • Linguistic constraints

  3. Mapping: on the phonological end (Bishop, 1997) permanent lexical representation long-term storage phonological trace in STM short-term storage phonological segmentation sequence of phonemes

  4. Baddeley’s working memory model (Gathercole & Baddeley, 1993) phonological LTM rehearsal process phonological STM speech perception

  5. Purpose • This study aims to investigate the role of phonological capacity in children’s vocabulary learning process. • Phonological capacity • Production • Discrimination

  6. Research question 1) Between speech perception and speech production, which component is more important for the success of word learning? 2) Which kind of word is easier to be learned? The one that can be discriminated easily, or the one that can be produced. 3) Other factors, such as phonological memory and vocabulary knowledge, are involved in the word learning process. What are their relative contributions in the word learning process?

  7. Method • Subjects: • Total number: 80 preschool children • Mean age: 4;3 (3;0~5;0) • Sex: equal numbers of boys and girls • Group: K1 and K2 • Four experimental tasks: • Phonological capacity tasks • Phonological memory task • Vocabulary task • Word learning task

  8. Tasks on phonological capacity • Picture naming task: naming pictures of familiar objects • New word production task: repeating minimally contrastive novel words • For example: • New word discrimination task: choosing proper referent of the target sound

  9. Materials (adopted from Cheung, 2000):

  10. Results: • Children’s performance in two age groups • The result is different from that of Cheung & Hsu’s study (2000).

  11. Practice trials 1) bai3sha4 kang1gu4 zhan4dau1 3) zha1ban1 dau3shang4 gu4kai3 2) kang4zhai1 ga1shu3 bau3dan1 Experimental trials 1) ba3gan1 zhau1dai3 ku4shang4 4) zhan4da1 shu4gau3 bai1kang4 2) shang1kai3 dau4ga4 zhan3bu1 5) ga1shau3 bang4ku3 dan3zhai1 3) bang1zhai4 kan4du3 sha4gau1 6) shau1ga1 ban4zhu4 kang1dai3 The Task on phonological memory • Repeating the nonwords orderly. • For example: ba3gan1 zhau1dai3 ku4shang4 • Materials (adopted from Hu, 1999):

  12. Results: • The mean score was 20.48 (Max. = 36), with the mean accuracy of 56.9%. • Children’s performances in two age groups

  13. The task on vocabulary • Materials: Peabody Pictures Vocabulary Test-Revision (Chinese version; Lu & Liu, 1988): • For example:

  14. Results: • The mean score was 30.88. • Children’s performances in two age groups

  15. The task on word learning • Materials: • The example of picture stories 狗狗帶著酣酣和番番到海邊去堆城堡。 拿著酣酣挖土，狗狗堆好了一座城堡。 接著狗狗拿著酣酣到海邊去找貝殼。 他拿著酣酣東挖西找，找到了一顆漂亮的貝殼。

  16. Scripts of the shovel story • The comprehension test

  17. III Production: poor Perception: good IV Production: good Perception: good I Production: poor Perception: poor II Production: good Perception: poor • Sound category: Perception Average Average Production

  18. Novel words:

  19. Results: • The mean score was 12.68 (Max. = 32), with the mean accuracy of 39.6%, higher than the chance level. • Children’s performances in two age groups

  20. Syntheses • Between phonological capacity and word learning • On individual subjects

  21. Between phonological capacity and word learning • On word items The result of original design The recomputed result

  22. Correlational analyses • A stepwise multiple regression

  23. Conclusion • The ability to comprehend the target labels is plays a major role in the word learning process, while the ability to produce the target labels is important when contextual cues are limited. • The phonological form of target words does not affect the word learning process. • Vocabulary size is crucial for learning new words, while the role of phonological memory does not appear to be important in this model.

  24. Thanks for your attention

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