查詢結果分析
來源資料
頁籤選單縮合
題 名 | The Effect of Phonetic Instruction on Performance of Liturgical Latin Diction for Middle School Mixed Choirs=合唱音標發音教學策略運用於禮儀式拉丁文發音語法的學習,實施於中等學校混聲合唱團之成效探討 |
---|---|
作 者 | 潘宇文; | 書刊名 | 屏東師院學報 |
卷 期 | 14(下) 民90.03 |
頁 次 | 頁751-788 |
分類號 | 913.3 |
關鍵詞 | 合唱音樂教育; 音標發音教學; 禮儀式拉丁文發音語法; Choral music education; Phonetic instruction; Liturgical latin diction; |
語 文 | 英文(English) |
中文摘要 | 本研究之主要目的,在探討三種合唱發音咬字之教學策略: (1)「國際」音標發音教學、(2)「美式」音標發音教學、(3)傳統模仿式發音教學,運用於禮儀式拉丁文發音語法的學習與演唱之成效。 研究中採用「準實驗研究法」,以「非隨機化樣本-等組前後測」之設計來進行。研究樣本是本是來自同一所中學的62名國二學生。在本研究開始之前,已由校方運用隨機分派的方式,編為三個混聲合唱團。研究開始後,三個合唱團再依隨機分派的原則,分別接受不同的合唱發音教學活動。 參與音標發音教學法的兩個實驗組,各有二十堂20分鐘的課程,而參與傳統模仿式發音教學法的控制組,則有十六堂15分鐘的課程。兩個實驗組的前四堂課程內容,主要是透過視覺的輔助圖片,來認識發音咬用的器官及學習各組的音標符號。接下來的十六堂課程進行,實驗組與控制組是相同的,但是實驗組每堂課多了5分鐘的時間,來討論拉丁文發音語法的規則,及演練各組的音標符號。 經由「變異數」與「共變數」的統計分析結果,發現下列三項顯著的差異: (一) 在唸讀拉丁文歌詞的準確度上,採「國際」音標發音的教學組最有進步。 (二) 在拉丁文發音語法的應用能力上,採「美式」音標發音的教學組最殺發展。 (三) 在音標符號的轉換應用能力上,採「國際」音標發音的教學組最具成效。 從研究結束後的「學生評量問卷調查」中顯示,參與音標發音教學法的學生,對以下三項的自我評量: (一)教學活動與方法(二)發音表現與認知(三)對音標發音教學的喜愛,都較接受傳統模仿式發唐教學的學生來的正面。 |
英文摘要 | The purpose of this study was to investigate the effectiveness of three types of diction instruction, phonetic instruction using the International Phonetic Alphabet, phonetic instruction using the English Phonetic Alphabet, and the traditional rote instruction for performance of Liturgical Latin diction in selected Latin choral pieces by middle school mixed choirs. A quasi-experimental design was employed using a "Nonrandomized Control-Group pretest-Posttest Design." Sixty-two students were obtained from three intact eighth grade mixed choirs from one middle school. The three choirs were randomly assigned to one of the three experimental treatments. Both experimental groups, IPA and EPA, received twenty twenty-minute lessons, and the control group receive sixteen fifteen-minute lessons. The first four lessons for the experimental groups mainly dealt with the concepts of speech articulators and the respective phonetic symbols associated with vowel and consonant sounds through visual charts. The instruction of the remaining sixteen lessons for both experimental groups was similar to the instruction for the control group, except that an extra five-minute instruction was given to both experimental groups to discuss the diction rules of Latin and to practice the phonetic symbols. Data from the pretest/posttest were subjected to statistical analysis using the ANOVA and/or ANCOVA. The results indicated (1)a significant difference among the treatment groups in favor of the IPA experimental treatment for improving text reading accuracy, (2)a significant difference among the treatment groups in favor of the EPA experimental treatment for developing ability in application of Latin diction knowledge in reading unstudied Latin texts, and (3)a significant difference between the treatment groups in favor of the IPA experimental treatment for developing ability in application of phonetic knowledge in phonetic translation of unstudied Latin texts. The Student Evaluation Survey revealed that students receiving phonetic instruction (1)gave more positive reaction to their experimental treatments and rehearsal strategies, (2)felt more confident in their diction performance and were more confident in their diction performance and were more satisfied with their own improved understanding, and (3) expressed a significantly higher preference for their phonetic instruction than students receiving the traditional rote instruction. |
本系統中英文摘要資訊取自各篇刊載內容。