Effects of Chinese Transliteration Systems on English Literacy Learning

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研究生：	楊茨茵 Yang, Tzu-yin
論文名稱：	Effects of Chinese Transliteration Systems on English Literacy Learning 中文音譯系統對英文讀寫能力影響之研究
指導教授：	蘇怡如 Su, I-ru
口試委員:
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2009
畢業學年度：	97
語文別：	英文
論文頁數：	80
中文關鍵詞：	音韻覺識、中文音譯系統、注音符號
外文關鍵詞：	phonological awareness, Chinese transliteration system, Zhuyin Fuhao
相關次數：	點閱：3 下載：0
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過去的文獻顯示對於以英文為外語或是第二語言的中國學習者來說，學習者以音素為基礎的「拼音」經驗可以幫助他們發展位於音素階層的音韻覺識，而這樣子的能力可以正向轉移至學習者英文讀寫能力的學習。然而，對於以英文為外語的台灣學習者而言，我們仍不清楚學習者早期「注音符號」的經驗是否能夠幫助他們發展學習英文拼讀所必須的音韻覺識，並且幫助他們英文讀寫能力的學習。為了回答這項問題，本篇研究採用了Holm及Dodd (1996)的研究方法，旨在比較台灣學生是否與中國以及香港的學生在音韻覺識與英文讀寫能力方面有所差異。十位以英文為外語的台灣大學生參與了這項研究。所有的受試者皆接受了一連串音韻覺識測驗、英語非字拼讀測驗以及英語非字拼寫測驗。
研究結果顯示在音素階層的音韻覺識測驗中，台灣學生表現的比大陸的學生差，但表現的比香港的學生好。然而，在首音/尾韻階層的音韻覺識測驗中，台灣學生與大陸學生的表現並無顯著性差異，且這兩組學生皆表現的比香港的學生好。在英文非字讀寫測驗中，台灣學生在拼讀高頻率尾韻非字的表現與大陸學生無顯著性差異，且這兩組學生皆表現的比香港學生好。然而，在低頻率尾韻非字拼讀測驗以及非字拼寫測驗中，台灣學生表現的比大陸的學生差，但表現的比香港的學生好。本研究結果發現: (一)台灣學生注音符號的經驗可以幫助他們發展次音節階層的音韻覺識，但是首音/尾韻覺識提升的效果比音素覺識的效果佳；(二) 注音符號可以幫助學習者英文讀寫能力的學習，但其效果並沒有拼音來的好。

In the literature, it was found that China ESL or EFL learners’ experience with phoneme-based Pinyin would help learners develop phonological awareness at the phonemic level, and this skill could be positively transferred to learners’ English literacy acquisition. However, it still remains unclear whether Taiwan EFL learners’ early experience with Zhuyin Fuhao would help them develop phonological awareness that is required in reading and spelling English and facilitate their English literacy acquisition. The present research followed the methodology of Holm and Dodd’s study (1996) in order to examine whether Taiwan EFL learners differ from learners from China and Hong Kong in English phonological awareness skills and English literacy skills as measured by word reading and spelling. 10 Taiwan EFL learners at the college level participated in this study. All of the participants took a battery of phonological awareness tasks, a non-word reading task, and a non-word spelling task.
Results of the study showed that in the phonological awareness tasks aiming at the phonemic level, Taiwan learners performed worse than the China learners but better than the Hong Kong learners; however, in the phonological awareness task aiming at the onset-rime level, no significant difference was found between Taiwan and China groups, and both of them outperformed the Hong Kong group. In the English literacy tasks, it was found that in the reading task of non-words with high-frequency rimes, no significant difference was found between Taiwan and China groups, and both of them outperformed the Hong Kong group, while in the reading task of non-words with low-frequency rimes and non-word spelling task, Taiwan learners performed significantly worse than the China group but better than the Hong Kong group. The results of the study provide evidence that Taiwan EFL learners’ experience with Zhuyin Fuhao did help them develop phonological awareness at the sub-syllabic level, though the phonological awareness was enhanced more at the onset-rime level than at the phonemic level, and that Zhuyin Fuhao did facilitate English literacy learning, though not as well as Pinyin did.

ABSTRACT (Chinese) ................................................ i
ABSTRACT (English)................................................ ii
ACKNOWLEDGEMENTS......................................... iv
TABLE OF CONTENTS...................................................v
LIST OF TABLES................................................. viii
LIST OF FIGURES ................................................. ix
CHAPTER I INTRODUCTION...............................................1
1.1 Research Background and Motivation................................................ 1
1.2 Goals of the Present Study..................................................... 4
1.3 Definitions of Terms .................................................... 4
1.3.1 Phonological Awareness ................................................ 4
1.3.2 Onset-rime Awareness................................................. 5
1.3.3 Phonemic Awareness................................................. 6
1.4 Organization of the Thesis ................................................... 6
CHAPTER II LITERATURE REVIEW ....................................................8
2.1 English and Chinese Orthographies............................................. 8
2.1.1 Cognitive Processes Involved in Reading the English Orthography ............................................. 11
2.1.2 Cognitive Processes Involved in Reading the Chinese Orthography ..............................................14
2.2 Effects of First Language on the Acquisition of L2 English Literacy ........................................ 17
2.3 Different Approaches in Learning Chinese Literacy ................................................ 20
2.3.1 “Look and Say” Method in Hong Kong .................................................... 20
2.3.2 Pinyin in China ................................................... 21
2.3.3 Zhuyin Fuhao in Taiwan .................................................. 21
2.4 The Effects of Chinese L1 Transliteration Experience on the Development of
Phonological Awareness ............................................... 25
2.5 The Effects of Chinese L1 Transliteration Experience on the Learning of
Chinese L1 and English L2 Literacy Skills .................................................. 29
2.6 Purpose of the Present Study ................................................... 34
2.6.1 Research Questions................................................ 36
2.6.2 Hypotheses............................................... 36
CHAPTER III METHODOLOGY...............................................38
3.1 Participants............................................. 38
3.2 Instruments.............................................. 39
3.2.1 Phonological Awareness Tasks ................................................... 40
3.2.2 Non-word Reading Task .................................................... 42
3.2.3 Non-word Spelling Task .................................................... 43
3.3 Procedure of the Study.................................................... 44
3.4 Data Analysis ................................................ 44
3.4.1 Shapiro-Wilk Normality Test..................................................... 44
3.4.2 F test..................................................... 44
3.4.3 t test..................................................... 45
3.4.4 Welch’s t test .................................................... 45
CHAPTER IV RESULTS AND DISCUSSION................................................46
4.1 Shapiro-Wilk Normality Test..................................................... 46
4.2 Results and Discussion of Research Question 1 ....................................................... 47
4.2.1 Results.................................................. 48
4.2.2 Discussion............................................... 50
4.3 Results and Discussion of Research Question 2 ....................................................... 53
4.3.1 Results.................................................. 53
4.3.2 Discussion............................................... 55
CHAPTER V CONCLUSION................................................61
5.1 Summary of the Findings................................................. 61
5.2 Pedagogical Implications ............................................ 62
5.3 Limitations of the Study and Suggestions for Future Research................................................. 64
REFERENCES ...............................................67
APPENDIX A Phonological Awareness Tasks.....................................................76
APPENDIX B Non-word Reading Task......................................................77
APPENDIX C Non-word Spelling Task......................................................78
APPENDIX D Worksheet.................................................79

                                

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