音韻能力對(duì)兒童詞匯學(xué)習(xí)之影響(已修改)
2024-10-27 08:05 本頁(yè)面
【正文】 音韻能力對(duì)兒童詞彙學(xué)習(xí)之影響 The Role of Phonological Capacity in Children’s Vocabulary Learning Process 指導(dǎo)老師 : 張顯達(dá) 研 究 生 : 楊淑雯 臺(tái)灣大學(xué)語言學(xué)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. ? Fastmapping process (Carey amp。 Bartlett, 1978) ? Nonlinguistic strategies ? Linguistic constraints ? Mapping: on the phonological end (Bishop, 1997) longterm storage shortterm storage phonological segmentation permanent lexical representation phonological trace in STM sequence of phonemes ? Baddeley’s working memory model (Gathercole amp。 Baddeley, 1993) speech perception phonological STM phonological LTM rehearsal process Purpose ? This study aims to investigate the role of phonological capacity in children’s vocabulary learning process. ? Phonological capacity ? Production ? Discrimination Research question 1) Between speech perception and speech production, which ponent 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 ? M
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