| Summary: | 碩士 === 國立台北護理學院 === 聽語障礙科學研究所 === 98 === The purpose of this study was to investigate the relation among Mandarin
morphological distribution knowledge, affix classification, affix position,
and morphological awareness development in preschool children. Sixty-one
preschool children with normal development from Taipei city or County were
recruited in this study. Subjects were divided into three different age groups: children
at the age of four, five, and six. Several related literatures have shown that facilitating
morphological awareness may help to accelerate children’s vocabulary development.
However in the past, most studies on Mandarin morphological awareness focused on
the relation among the lexicon radical awareness of Chinese characters,
reading comprehension, and vocabulary learning in school-age children (Huang, 1999;
Fu & Huang, 2000; Wang, 2005). The studies on verbal morphological awareness
development in preschool children were quite few in number. In this study, computers
were used as a stimulus-response channel for assembled children’s answer. During the
testing process, children were asked to judge whether the verbal vocabularies were
morphologically reasonable or not based on their morphological awareness.
The children’s response accuracy rate and reaction time were used to investigate the
development of morphological awareness in preschool children.
Results showed that: (1) The older the children were, the better their
morphological awareness developed. The differences between the four-year-old group
and six-year-old were significant in terms of morphological awareness. (2) There was
significant difference about the distribution knowledge in the six-year-old group, but
not in the four-year-old and five-year-old groups. Furthermore, affix classification
and position had no significant correlation. (3) The relationship between reaction time
and scores in the morphological awareness tasks was similar in the
four-year-old and six-year-old groups, but not in five--year-old group.
The results of this study had provided insight into two key areas: First, the
morphological distribution knowledge occurs rapidly during the preschool periods.
Second, training of morphological rules to vocabulary learning activities may
speed up children’s vocabulary acquisition.
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