頁籤選單縮合
題 名 | Word Recognition: Graphic, Phonetic, or Semantic Cues﹖=字之辨識:字形、字音、或是字義﹖ |
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作 者 | 楊育芬; | 書刊名 | 國立雲林技術學院學報 |
卷 期 | 4 1995.06[民84.06] |
頁 次 | 頁153-163 |
分類號 | 800 |
關鍵詞 | 字形; 字音; 字義; 強迫選擇之測驗; 字形與字音之對應; Graphic cues; Phonetic cues; Semantic cues; Forced-choice task; Letter-sound corresppondences; |
語 文 | 英文(English) |
中文摘要 | 語音是兒童學習讀書識字快慢之重要憑藉。英文是表音之文字,但是,字形與字 音之間的對應關係並不完整,也不規律,所以, 一些學者如 Rozin, Poritsky & Sotsky ( 1971 ) and Kandel & Tsao ( 1981 )等就曾宣稱學習英文有困難或較差的學生,在 學習 " 表意 " 的中文時比學習抽象不規律的 " 表音 " 英文還來得容易。另外,Smith ( 1982,1988 )也提出英文之學習者應該像中文的學習者一樣,閱讀時, 直接由字形辨認進 入字義的理解,不應由字形,經由字音,再進入字義之理解。 但是,相反地,Perfetti & Zhang ( 1991 ), Hu & Catts ( 1993 )及本研究指出中文學習者也利用語音訊息來 作字的辨認,並不像前述學者所言,中文學習者直接由字形的辨認進入字義的理解,本研究 更指出三、四年級之小學生比一、二年級之小學生更加利用語音來作字辨識。事實上,不管 閱讀何種文字,字形、字音、或字義之運用,只是程度上之多寡而已,三種語言訊息不可偏 廢。 |
英文摘要 | The role of speech recoding as a back-up mechanism is crucial in explaining the mastery and rapidity with which children learn to read. Because English writing is not a perfect letter-sound correspondence and readers of English do exhibit difficulty in learning phonemic tasks, Rozin, Poritsky, and Sotsky (1971), and Kandel and Tsao (1981) have claimed that it may be easier for English poor readers to master a nonalphabetic writing system, such as the meaning-based Chinese writing system, than to master the abstract sound pattern in English. Smith (1982, 1988), furthermore, has proposed that readers of English should go directly from graphic symbols to meanings just as Chinese readers do. Contrary to these researchers' belief, Perfetti & Zhang (1991), Hu & Catts (1993), and the present study indicate that Chinese beginning readers do attend to phonetic cues. This study also shows that third and fourth graders attend more to phonetic cues than first and second graders do. In fact, the use of visual, phonetic, and semantic information in reading different orthographies is merely the matter of degree; no source of literacy information can be entirely neglected. |
本系統中英文摘要資訊取自各篇刊載內容。