臺灣專科生的英語語音處理能力之研究
學者們在研究以英語為母語的人士的閱讀行為時，發現一個人的語音處理能力對其初期閱讀行為有極顯著的影響。進而，更多的研究證實不論一個人閱讀的是像中文這樣的方塊字或是像英文那樣的拼音文字，該語言的語音在個人的閱讀行為中都扮演著極重要的角色。借用此一研究發現，我們似乎可以說一個語言學習者，不論他原來的母語背景是什麼，也不論他學習的目標語是什麼，他應該都要習得該語言的語音以助益他對該語言的閱讀理解。
英文是一個採用拼音系統的語言，學者因而證實英語人士對英語語音的處理能力加上他對英文字和音之間的對應關係的認知是影響他閱讀能力的重要關鍵之一。如此一來，我們似乎可以進一步地說，任何學習英語的人，除了應當習得該語言的語音之外，也應當發展出以英語為母語的人士所具備的語音處理能力和對英語字和音的對應的認知。簡單地說，也就是臺灣人中學習英語文的人應當是要發展出此些能力和認知才是。
既然英語文是我們學校課程中的必修科目，到底我們的學生是否擁有此些能力和認知呢？本研究即針對此一議題進行探索。本研究參照文獻中所提供的英語語音處理活動，設計了六個適合臺灣五專一年級新生的程度的英語語音處理活動。旨在測量他們接受國中三年的正規英語文教育之後，所發展出的英語語音處理能力和對英文字和音的對應的認知。
受測者在這六個活動中的表現是否彼此之間有相關，是否可以用受測者在某個活動中的表現來預測他在其他活動中的表現，正如文獻所言，這些都在本研究的探討範圍內。
本研究所參考的相關活動大多是用來測試英語母語人士中的學齡前孩童和一、二年級的學童的。本研究中所用的受測者是15, 16歲的青少年，英語是他們所學的一個外國語。然而，本研究的發現卻與前述所提的研究發現有很多相似之點。本研究的發現提供了我們一些值得深入探討的方向，也給了我們一些教學上的建議。
關鍵詞：語音處理、閱讀

ABSTRACT
Researchers have proposed a universal function of phonological processing in reading tasks regardless of the writing systems of languages. That is, when learning languages, learners should acquire abilities to process phonological information of spoken and written languages of the target languages regardless of their orthographic representations. Their proposal reveals the importance of EFL learners' abilities to phonologically process English spoken and written languages. The current study was thus conducted to investigate Taiwanese EFL learners' abilities to phonologically process English spoken and written languages.
Six tasks on phonologically processing English spoken and written stimuli were given to 97 five-year junior college freshmen to examine their phonological processing abilities. The results of the study provide information about the subjects' abilities to phonologically process English spoken and written stimuli, the correlations between the various tasks, and the predictive validity of the phonological processing tasks for the subjects' performances of recoding and spelling. The findings of the study of EFL teenage learners are similar to the previous findings of studies of native English speaking children, regarding these three issues.
The findings also provide some information about the influence that the subjects' language background has on their processing English stimuli. Some implications for English teaching/learning deriving from the findings are presented. Since what have been explored in the current study are in relation to the notion of phonics, a brief review on phonics is presented, too.
Key words: phonemic awareness, phonologicl processing, recoding, reading

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