| Summary: | 碩士 === 臺中師範學院 === 教育測驗統計研究所 === 88 === Mandarin Chinese learning starts with phonetic notations. Educators use phonetic notations to assist pupils to learn words and improve reading ability. Thus, this study is to aim at two factors, teachers’ pronunciation technique and pupils’ study background, which effect pupils’ study, and also to confer the effects of the two factors to the pupils’ phonological-tone awareness ability. The main points are 1.The phonetic notations that pupils are likely to confuse; 2.The relationship of pupils’ phonological-tone awareness ability and teachers’ pronunciation technique; 3.The relationship of pupils’ phonological-tone awareness ability and pupils’ study background.
The major findings are summarized as follows:
1. In consonant, the pupils are likely to confuse the pronunciation of ”ㄓㄔㄕ” and “ㄗㄘㄙ”. In vowel, the pupils are likely to omit the ㄧㄨㄩ and also have difficulty in recognizingㄣ and ㄥ. In tone, the pupils have difficulty in recognizing the second tone and the falling-rising tone.
2. The influence of correctness of teachers’ pronunciation technique is remarkable, and the influence of correctness of teacher’s tone is the most remarkable, especially in recognizing the second tone.
3. The influence of different language, which is common use at home, and the differences of academic background of instructors are most remarkable.
To sum up, the teachers’ pronunciation technique and the language, which is common use at home, both affect the pupils’ phonological-tone awareness ability. Consequently, no matter the teachers or parents have to notice their pronunciation technique, and give pupils a best learning condition.
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