音韵能力对儿童词汇学习之影响1.ppt

音韻能力對兒童詞彙學習之影響,The Role of Phonological Capacity in Childrens Vocabulary Learning Process 指導老師: 張顯達 研 究 生: 楊淑雯,台灣大學語言學研究所碩士論文,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,Mapping: on the phonological end (Bishop, 1997),long-term storage,short-term storage,phonological segmentation,permanent lexical representation,phonological trace in STM,sequence of phonemes,Baddeleys working memory model (Gathercole & Baddeley, 1993),speech perception,phonological STM,phonological LTM,rehearsal process,Purpose,This study aims to investigate the role of phonological capacity in childrens vocabulary learning process. Phonological capacity Production Discrimination,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?,Method,Subjects: Total number: 80 preschool children Mean age: 4;3 (3;05;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,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,Materials (adopted from Cheung, 2000):,Results:,Childrens performance in two age groups The result is different from that of Cheung & Hsus study (2000).,The Task on phonological memory,Repeating the nonwords orderly. For example: ba3gan1 zhau1dai3 ku4shang4 Materials (adopted from Hu, 1999):,Results: The mean score was 20.48 (Max. = 36), with the mean accuracy of 56.9%. Childrens performances in two age groups,The task on vocabulary,Materials: Peabody Pictures Vocabulary Test-Revision (Chinese version; Lu & Liu, 1988): For example:,Results: The mean score was 30.88. Childrens performances in two age groups,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。,Scripts of the shovel story The comprehension test,Sound category:,Production,Average,Perception,Average,Novel words:,Results: The mean score was 12.68 (Max. = 32), with the mean accuracy of 39.6%, higher than the chance level. Childrens performances in two age groups,Syntheses,Between phonological capacity and word learning On individual subjects,Between phonological capacity and word learning On word items,The result of original design,The recomputed result,Correlational analyses,A stepwise multiple regression,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