本研究的主要目的是探討特定型語言障礙兒童在不同形式作業下的新詞學習歷程表現，以及新詞學習表現和不同層次的音韻處理能力之間的關連性，進而推論特定型語言障礙兒童在新詞學習困難的來源。同時，基於詞彙能力對整體語言發展的重要性，也探討詞彙能力、新詞學習和相關音韻處理能力對於學前兒童語言理解表現的整體預測力。

研究對象為41名學前特定型語言障礙兒童，及37名生理年齡對照組的一般兒童。所有受試者皆接受標準化智力測驗、語言相關測驗以及自編的新詞學習作業，包含了「快速配對」和「新詞命名學習」兩種。在音韻處理能力上，則納入「音韻工作記憶」和「語音知覺」兩個層次。

本研究的主要發現包括：
一、學前特定型語言障礙兒童在快速配對的表現與一般兒童沒有差異，但在需要建立穩定音韻表徵的新詞命名學習作業形式上的表現較差，且隨著測試次數增加和一般兒童的差異越大。

二、學前特定型語言障礙兒童的音韻工作記憶（包括非詞複誦和數字廣度作業）較一般對照組差，但在視覺空間工作記憶上的表現則與一般對照組相當。在語音知覺能力上，特定型語言障礙兒童不論是在音段層次的塞音區辨，或是超音段的聲調區辨敏感度都較一般兒童差。

三、在控制年齡、智力與構音能力的影響之後，音韻處理能力和新詞命名學習的表現相關，但與快速配對的表現之間則沒有關連性。迴歸分析的結果顯示，兒童的非詞複誦能力和聲調區辨敏感度皆對於新詞命名學習有直接的影響，但僅有非詞複誦能力對於口語詞彙理解（PPVT）有獨立的變異解釋量。

四、最後，本研究的結果發現除了年齡、非語文智力之外，在對於學前兒童的整體語言理解能力的預測上，口語詞彙理解能力、新詞命名學習、非詞複誦正確率和聲調區辨敏感度皆有獨立的變異解釋力。

總結而言，本研究發現學前特定型語言障礙兒童的新詞學習困難發生在音韻表徵的建立過程，研究結果也支持其困難來源為音韻處理能力上的缺陷。除了既有的口語詞彙理解能力之外，在加入新詞學習與相關音韻處理能力後，可提昇對於學前兒童的整體語言理解能力的預測力，顯示詞彙與相關的音韻處理能力在學前階段對於語言理解發展的重要性。最後，依照本研究的結果提出對於詞彙教學與未來研究上的建議。

The main purpose of this study was to explore the underlying deficit of novel word learning in preschool children with specific language impairment by comparing their performance in different types of novel word learning tasks and examining the relationship between word learning and phonological processing abilities.

Forty-one children with SLI and 37 children with normal language development participated in this study. Children’s language, vocabulary and nonverbal IQ were tested using standardized tests and their word learning and related phonological processing abilities were assessed via computerized tasks. The novel word learning task included two formats: ‘fast-mapping’ and ‘novel word repetitive naming tests’, with three types of stimuli either varying in syllable length or semantic head. Two levels of phonological processing abilities were tested, phonological working memory and speech perception (i.e. Chinese lexical tone /yi2-yi3/ and stop consonant /ba-da/ discrimination abilities). In addition to group comparison, this study also examined the correlations between preschool children’s vocabulary, fast-mapping, novel word repetitive naming tests, phonological working memory, speech perception and their predictive powers to their general language comprehension ability.

Results demonstrated that there were no group differences in fast-mapping abilities. Children with SLI were poorer in naming novel words, and the performance gap between children with SLI and normal language development increased as the number of test phase increases. Comparing to the control group, children with SLI showed deficit in both nonword repetition and speech discrimination tasks. Furthermore, there were significant correlations between children’s phonological processing abilities and novel word naming, but not fast-mapping. The results suggest that the underlying deficit of word learning in children with SLI might be phonologically-based, rather than in the mapping process.

Finally, children’s novel word naming, phonological working memory , and lexical tone discrimination sensitivity had additional predictive power to their general language comprehension ability after controlling for existing vocabulary ability. The results not only confirmed the importance of early vocabulary and related phonological processing abilities to language development, but also provide empirical data for future intervention plans.

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