CAJ | 학술논문

本研究通过方言一普通话双语者与普通话单语者的语音敏感性对比，探讨儿童语音经验对其语音意识发展的影响。448名小学二、四、六年级普通话单语儿童和福州话一普通话、闽南话一普通话和莆田话一普通话双语儿童参加了实验。实验用经典方法测量了这些儿童的声母和韵母意识，结果表明，方言经验对儿童声母意识和韵母意识的发展有显著的影响。但是，不同方言经验所产生的影响，其方式和强度有所不同。研究从语音同化和语音学习模型的理论角度，对研究结果进行了讨论。
본연구통과방언일보통화쌍어자여보통화단어자적어음민감성대비，탐토인동어음경험대기어음의식발전적영향。448명소학이、사、륙년급보통화단어인동화복주화일보통화、민남화일보통화화보전화일보통화쌍어인동삼가료실험。실험용경전방법측량료저사인동적성모화운모의식，결과표명，방언경험대인동성모의식화운모의식적발전유현저적영향。단시，불동방언경험소산생적영향，기방식화강도유소불동。연구종어음동화화어음학습모형적이론각도，대연구결과진행료토론。
By comparing phonological sensitivity between dialect-Putonghua bilinguals and Putonghua monolinguals, the present study probes into the influence of phonological experience on the development of phonological awareness. 448 2nd, 4th, and 6th graders, who spoke putonghua （monolinguals） only or Putonghua and Fuzhou, Putian or Mirman dialect （bilinguals）, participated in the experiment. Their awareness of onset and rime were tested. The result indicated that the Putonghua monolinguals enjoyed a better development than the dialect-Putonghua bilinguals in their sensitivity to distinguish onset and rime of Chinese words. The result also suggested that children who spoke different dialects had different patterns of development in their phonological awareness. The study provides counter-evidence for the view that bilingual phonological experience facilitates the development of phonological awareness. The result is discussed in the views of the Perceptual Assimilation Model and the Speech Learning Model.