許多對於閱讀習得的研究顯示出音韻覺識與母語與外語學童在學習閱讀拼音文字時有很密切的關聯性,有一些研究已經注意到非拼音語言背景的外語學習者在解讀新字時會遇到比有字母語言背景的學習者更多的困難。雖然文獻中已經完成許多有關於閱讀與音韻覺識之間關聯性的工作,但相較之下,音韻覺識與非拼音語言背景學習者間的關聯性的研究就顯得少了許多。
本研究的目的是在於找出無字母語言背景的台灣國中生是否能夠自然地習得音韻覺識到最好的程度以及找出音韻覺識在第二外語閱讀習得與發音準確度的關聯性。本研究更進一步要探討哪一個音韻覺識的測驗(音素混合,音素計數,音素分割與音素刪除)與音韻記憶會和學生的閱讀能力與發音精確度有較強的關聯性,此外,為了了解高低音韻覺識技能學生在閱讀與發音表現上的差異性,我們依據學生的音韻覺識程度把學生分成兩群。一個班級中三十四個八年級國中學生參與了本研究,所有的受試者作了一連串音韻覺識的測驗、英語閱讀非字測驗、英語段落朗讀測驗、GEPT 閱讀測驗,以及發音準確度測驗。
研究結果顯示學生的音韻覺識與他們的閱讀能力及發音準確度有顯著的關係,字母的發音知識也和發音準確度及段落閱讀有相關性,多元回歸分析的結果指出,音韻覺識比智商分數與英文學習時間長短更能準確預測出這些學習者的英語閱讀與發音能力,在本研究中,比起其他的音韻覺識技能而言,音素刪除與音素分割的技巧似乎對於閱讀與發音準確度的掌握更為貼切,此外,擁有較佳音韻覺識技能的學生在不同的英語語言測驗中顯著地表現地比擁有較差音韻覺識技能的學生還要好。本項研究顯示出音韻覺識在國中學生的閱讀與發音準確度扮演著極其重要的角色。

Research on reading acquisition has shown that phonological awareness has a close relationship with L1 and L2 children’s learning to read in an alphabetic orthography. Several studies have noted that L2 learners from a non-alphabetic language background would encounter more problems in decoding the new words than those from an alphabetic background. Although much work has been done to investigate the relationship between reading and phonological awareness, comparatively little research has focused on the relationship between phonological awareness and learners from a non-alphabetic language background.
The purpose of the study is to find out whether Taiwanese junior high school students from a non-alphabetic knowledge would acquire the finest level of phonological awareness naturally and to examine the role of phonological awareness in ESL reading acquisition and pronunciation accuracy. The study further explores which task of phonological awareness (phoneme blending, phoneme counting, phoneme segmentation, and phoneme deletion) and phonological memory would have a strong relationship with students’ reading abilities and pronunciation accuracy. In order to examine the differences between students with high and low phonological awareness skills on their reading and pronunciation performances, students were divided into two groups according to their phonological awareness. Thirty-four eighth grade junior high school students from an intact class in Taiwan participated in this study. All of the participants took a battery of phonological awareness tasks, nonword reading test, paragraph reading test, GEPT reading subtest, and test of pronunciation accuracy.
Results of the study showed that students’ phonological awareness was closely related to their various reading performance and pronunciation accuracy. Letter sound knowledge was also associated with pronunciation accuracy and paragraph reading. Results of multiple regression analyses indicate that phonological awareness was the strongest concurrent predictor of learners’ reading and pronunciation performance than IQ scores and length of English exposure. Phoneme deletion and phoneme segmentation skills seem to be more pertinent to reading and pronunciation accuracy than other phonological awareness skills used in this study. Moreover, students with more advanced phonological awareness skills performed significantly better than students with low phonological awareness skills on various language tasks. The study has shown that phonological awareness plays a vital role in junior high school students’ reading and pronunciation accuracy.

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