本論文以東漢佛典為語料研究其雙音節動詞現象，分別就詞義與構詞兩方面對雙音節動詞作整理與分類，進一步探討其中所呈現出來的共時現象。 由於東漢佛典中的雙音節詞條數量龐大，為了使這些珍貴的語料條理化、細緻化，「分類」乃成為貫穿本論文的研究方法。筆者首先將所有的雙音節動詞單作層層的結構分類，並對與現代語感較遠的詞條的作深入的詞義分析，最後再將詞義與結構綜合起來觀察並探討兩者之間的關係。 目的在於綜合雙音節動詞結構與詞義兩方面的研究成果，為原本以地毯式的方法所考察出的原始語料梳理出明白且清晰的脈絡。如此一來，便可以對東漢佛典中的雙音節動詞有全面的體認，充分了解東漢佛典雙音節動詞的結構特色及其在漢語語法史上所呈現出的現象。

國 立 政 治 大 學 研 究 所 碩 士 論 文 摘 要 研究所所別： 語言學研究所 論文名稱：音位和音節在中文兒童語音扮演的角色：心理語言學實驗的驗證 指導教授：萬依萍 研究生：廖昭媛 論文內容摘要：（共一冊，13,641字，分五章二十節，並扼要說明內容，共453字） 本文目的是想瞭解兒童在聽辨語音相似性，對於音位和音節的敏感性。本研究的受試者是41位操持國語的學齡前兒童。其中二十一位兒童參與非詞語音分類實驗（the nonword classification task）。兒童首先要學習兩個雙音節的標準語音，然後他（她）要依據聽覺上的相似性來歸類稍候聽到的測試音。他們需要要判定測試音聽起和哪一個標準音聽起來比較相似。結果顯示兒童在音位相似性或是音節相似方面的表現並無顯著的差異。另外二十位兒童皆下來進行非詞語音聽辯的實驗（The word-pair judgment task 1 and 2）。在測試工作（一），兒童要聽辨一對兩個雙音節的非詞語音，在前面的部份聽起來是否相似。結果顯示，兒童在音位和音節相似性，音位和最多相性似上的表現皆有顯著的差異性。在測試工作（二），兒童也是要聽辨一對兩個雙音節的非詞語音，在後面的部份聽起來是否相似。實驗的結果和測試工作（一）相同。整體上而言，要解釋在兒童聽辯語音上的表現，除了從「數量」方面的考量，更可以從語音本身結構上上的差異性來討論兒童對與音位和音節的敏感性。此外，在本文的實驗裡，並未發現相似因的位置會造成兒童在聽辯語音上的差異。 / Abstract This paper investigated the role of syllables and phonemes in Mandarin speaking children in terms of the sensitivity to the syllable correspondences and phoneme correspondences. In the first experiment, the nonword classification task, 21 kindergarteners were recruited. The child had to learn two disyllabic standard sounds. Then, he/she was presented with a test nonword and had to classifiy the test nonword to one of the two standard sounds if the test sound and the standard sound are sounded alike at the beginnings. The results in the nonword classification task have shown that the young children did not show the significant reliance on the type of the syllable correspondences. In the two further experiments, the word-pair judgment task 1 and 2, another 20 kindergarteners were recruited. The children were asked to judge whether two test words are sounded alike at the beginnings. The results in the word-pair judgment task 1 indicate that syllables are treated as a structural unit and phonemes are belonging to the lower level of the syllabic constructs. The children’s responses tend to reflect the effect of the syllable structure in the language process rather than the effect of the size of shared units. In the word-pair judgment task 2, the child has to judge whether the two test words are sounded alike at the ends. The results also indicate that children’s performance should be viewed in terms of syllable structures. Besides, the location of the shared unit did not play a role when children judge the similarity between the speech sounds. Children performed equally the same when the shared units are either at the beginnings or at the ends of words in the present study.

No description available.

在語言學文獻上，對於音段在連併音節上的研究已非常眾多且詳細。而目前也有不少學者開始處理音節連併的超音段(聲調)部分，但是大多數研究是從音韻學的觀點。本文試圖從聲學語音學的角度，檢驗連併音節的產生與說話者的速度、說話者對內容熟悉度之間的關係；及分析連併音節的基頻與其音節長度。實驗統計結果證實說話者的速度與內容熟悉度的確與連併音節成正相關。三名以台灣地區的國語為母語的受試者，被要求分別錄製五段短文，各短文裡分別有數十個可能產生雙音節連併的詞組。在連併音節的基頻分析結果顯示，呈現出些微降調及升調兩種調型。我們並且發現，連併前的聲調起始值(onset)為產生連併聲調的最佳基本單位，我們也歸納出兩條規則來加以解釋。另外，在連併音節的長度分析結果顯示，連併音節所需的時間單位比起一般音節更短。綜合以上結果，我們暸解除了可經由規則推論出連併音節的調型之外，在語音的面向上，這些連併聲調皆呈現出較窄的調域、居中的調值和較短時間等的特徵。因此從本研究的結果顯示，我們較傾向支持連併音節是類似於輕重音表現的說法，而不再局限於本身的調值的衍算與否。另外，對於在我們分析過程所發現伴隨著連併音節的鼻音現象，證明了一般認為在快速語流中，共同發音所產生的自然現象，也給予了認為鼻音是另屬一個自主音段的說法更進一步的實證支持。 / Segment deletion or merger in contracted syllables has been well understood in the literature. Several researchers have also been investigating the tones in contracted syllables. However, most of their researches are based on phonology. The present study analyzes the tones in disyllabic contraction by examining its relationship with speech rate and familiarity. It also analyzes the fundamental frequency (F0) and duration of the contracted tones. An experiment was conducted to explore the idea that familiarity with the test materials and the rate of speech correlate positively with the occurrences of tone contraction. Three native speakers of Mandarin Chinese (in Taiwan region) recorded five paragraphs, each of which contains dozens of possible disyllabic contractions. Analysis of F0 reveals that there are basically two types of tonal shapes of contracted syllables—slightly falling and rising; and the onsets of the original syllable tonal units are the most adequate portions of forming a contracted tone. Two governing rules were generalized from various the findings of the experiments. Results of duration indicate less time is taken by a contracted syllable than an uncontracted one. The findings of this study provide support for the view that the contours of the contracted tones are predicted by rules. They also show that much of the variability of F0 contours in contracted syllables exhibits a fixed tonal pattern (narrower pith range, more middle tonal height, and shorter length) and that contracted tones has an accentual character in essence. In addition, the nasality accompanying contracted syllables in this study provides testimony to the natural co-occurrence of nasal and oral features in fast speech and at the same time also give support to the hypothesis that nasality acts on a separate autosegmental tier.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第18725号 / 文博第683号 / 新制||文||617(附属図書館) / 31676 / 京都大学大学院文学研究科文献文化学専攻 / (主査)教授 木津 祐子, 教授 平田 昌司, 教授 池田 巧 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

本篇論文旨在從優選理論（Optimality Theory）的架構觀點分析海陸客語中 的三個音韻現象：變調（Tone Sandhi）、介音（Pre-nuclear Gliding）及音節連併（Syllable Contraction）。 　　在變調方面，由於海陸客語中上聲與陰入聲助數詞不因環境而變調，在利用之前文獻解釋時必須另外設定條件來說明海陸助數詞的特殊變調行為，本文建議利用優選論的制約來分析，本文所提出的一組制約，可以成功的解釋海陸客語中的上聲與陰入聲變調現象。 　　在介音方面，本文選擇以端木三所提出的音節結構為海陸客語音節結構，因為海陸客語中介音所呈現的行為較似起首子音的次發音特徵，因此本文亦提出了一組制約解釋海陸介音在音節中的歸屬。 　　在音節連併方面，本文檢驗了之前文獻所提出的方法，發現無法全面解釋海陸音節連併的現象，因此，提出一組關於音段與聲調的連併之制約將海陸音節連併現象以優選理論呈現。 　　本文是第一篇嘗試以優選理論解釋海陸客語音韻現象的研究，希望能從不同於之前文獻的角度討論海陸客語音韻的問題。之前理論運作的缺陷與不足，在本文的分析下，均可以成功的以優選理論之制約層級來說明。 / This thesis aims to explore three issues in Hai-lu Hakka Phonology in terms of Optimality Theory (OT). The three issues are tone sandhi, pre-nuclear gliding and syllable contraction. 　　Hai-lu Shang Toned and Yin-ru Toned numerals preserve their base tones in any case. Thus, previous studies would need to add an additional condition for the special tone sandhi behaviors of Hai-lu numerals. This thesis offers a set of OT constraints to explain tone sandhi in Hai-lu. The OT constraints can successfully operate Hai-lu tone sandhi without additional conditions. 　　Pre-nuclear glides in Hai-lu behave like the secondary articulations of the onsets. This thesis suggests Duanmu's (1990) syllable structure for Hai-lu syllables. A set of constraints are proposed to explain the pre-nuclear gliding in Hai-lu syllables. 　　The approaches previous studies suggest for syllable contraction are not across-the-board in Hai-lu. Thus, a set of segmental and tonal constraints are proposed to explain Hai-lu syllable contraction. The OT constraints operate syllable contraction in Hai-lu without difficulties. 　　This thesis is a pioneering study which aims to examine Hai-lu phonology in terms of OT. With OT constraint rankings, this thesis explains the remaining problems from previous studies successfully.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21171号 / 人博第843号 / 新制||人||202(附属図書館) / 29||人博||843(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 壇辻 正剛, 准教授 南條 浩輝, 教授 齋藤 治之, 教授 服部 文昭 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

京都大学 / 新制・課程博士 / 博士(文学) / 甲第23637号 / 文博第894号 / 新制||文||716(附属図書館) / 京都大学大学院文学研究科行動文化学専攻 / (主査)教授 千田 俊太郎, 教授 定延 利之, 准教授 CATT Adam Alvah, 教授 清水 政明 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DFAM

本行動研究旨在探討音節覺識(syllable awareness)與字母拼讀法(phonics)合併教學對台灣國中7年級生（國一學生）拼寫多音節字及英文學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測，作為正式研究的準備，其目的在測試音節覺識與字母拼讀法合併教學是否適切、教學活動是否可行，以及7年級生在運用此方法拼多音節字是否有困難等等，並根據初探結果修定正式實驗之規劃。第二階段的正式實驗，根據第一階段的結果改良拼字測驗生字、延長教學時間，並加入小測驗以期教學更能適切,以利評估該教學法對學生拼字能力及學習態度的影響。 在正式實驗中，實驗對象為基隆市某國中66名7年級學生,首先進行學習背景調查、音節計數、單音節字、多音節字拼字測驗，之後，篩選出44名程度、背景相近的學生。研究者將此44名學生隨機平均分配為實驗組及對照組兩組,每組各22名學生。對實驗組先施以音節覺識與字母拼讀法合併教學,將音節覺識及字母拼讀等技巧融入英語拼字訓練中;而對照組則單獨採用字母拼讀法教學,教授字母字音的對應關係。實驗組及對照組每週均安排兩節英語課實施上述教學法,每節課15分鐘(每週30分鐘),持續11週。兩組學生在教學後各施以多音節字拼字測驗、學習態度調查,以評量受試者在拼字技巧上的發展及學習態度上的改變情形。 組間比較結果顯示,在十一週實驗教學後,實驗組及對照組二組學生在拼多音節字測驗上無顯著差異。此外,只有實驗組學生在生字及英語學習態度上有顯著的正向改變。 以上研究結果顯示，運用音節覺識與字母拼讀法合併教學能降低學生對拼字的焦慮，改善其學習英語的態度。本研究之結果及教學建議，可供未來國小、國中拼字教學的參考。 / The purpose of this action research was to explore the effects of syllable-awareness based phonics instruction in Taiwanese 7th EFL graders on spelling multi-syllable words. The present study involved two stages: a one-group design pilot study and a formal study. The purpose of the pilot study was to evaluate the feasibility of the syllable-awareness based phonics instruction designed by the researcher. According to the result of the pilot study, the formal research was modified in changing the multi-syllable test words, lengthening the instruction time, and the usage of a quiz. Moreover, in the formal study, two groups will be implemented with different instructions to explore the effects in spelling multi-syllable words and learning attitude. In the formal research, sixty-six 7th graders in two intact classes were chosen as potential subjects. After they filled out a background questionnaire, took three tests: a syllable counting test, a mono-syllable word spelling test, and a multi-syllable word spelling test, forty-four homogeneous subjects were selected. The researcher randomly assigned these 44 subjects into two groups: an experimental group and a control group, each comprised of 22 subjects. The experimental group received syllable-awareness based phonics instruction while the control group received phonics instruction only. All subjects were instructed for 11 weeks, two 15-minute classes per week (thirty minutes per week). After the instruction, the researcher carried out a multi-syllable spelling word posttest and a learning attitude questionnaire to estimate the effects of the instruction and their attitude changes. The result of the multi-syllable word spelling tests revealed that there was no significant difference between the two groups. However, the experimental group showed more positive attitude change than the control group toward vocabulary and English learning. The findings from this study indicate that syllable-awareness based phonics instruction can not only ease the anxiety of spelling multi-syllable words for 7th graders, but also reinforce a more positive attitude toward spelling vocabulary and learning English. According to the results, pedagogical implications and suggestions for further studies are offered.

本篇論文針對三位以臺灣華語為母語的音韻異常兒童，採長期觀察的方式，研究中文顎音[tɕ, tɕʰ, ɕ]的習得狀況與產製現象。習得狀況方面，詳細描述顎音的習得順序、常見的語音錯誤之音韻歷程、延遲的音韻歷程類型、錯誤取代模式隨著年紀增長而改變的情形。產製現象方面，本篇論文探討了顎音所在音節的音節複雜度(Syllable complexity)是否會對顎音的正確率以及錯誤取代狀況有所影響。 本研究共觀察三位年齡為三歲十個月至五歲三個月且正在接受語言治療的音韻異常兒童長達六個月，以每週一次的頻率前往醫院收集幼童與語言治療師之間的自然對話，並利用錄製回來的影音檔做譯寫和分析。 結果顯示，音韻異常兒童的顎音習得狀況有以下現象：(1)顎音發展較為停滯，幾乎沒有隨著年齡的增長而有進步的現象。(2)音韻異常兒童在發顎音時，會系統性的使用不該是他的年齡所應該出現的音韻歷程。(3)顎音的語音錯誤之音韻歷程種類不多，但使用的頻率卻非常頻繁。上述結果皆驗證了前人文獻的研究結果(Stoel-Gammon & Dunn, 1985; Jeng, 2011)。除此之外，本研究也發現音韻異常兒童具有以下特徵：(4)音韻異常兒童能夠察覺兩個音之間送氣特徵(aspiration feature)的不同，在選擇替代音時，也會選擇與目標音有相同送氣特徵的音來取代。(5)音韻異常兒童的語言能力和語言表現之間有落差，也就是說，他們知道能夠區辨出哪個是正確的音，但卻無法正確的使用該語音。(6)音節複雜度會對音韻異常兒童的顎音產製造成影響。因此，音韻異常兒童在顎音的習得狀況和產製表現上都和正常兒童不同。 音韻異常兒童使用的錯誤音的模式顯示塞擦音基底形式中的[stop]成分及[cont]成分並非均等(asymmetrical relationship)，且塞擦音是屬於以左邊的成分為主要核心的語音(left-headed)，並從第一語言習得的觀點為塞擦音的真實面貌提供了一項證據。 / The purpose of this study is to discuss the issue concerning the acquisition and production of Mandarin palatals [tɕ, tɕʰ, ɕ] in Taiwan Mandarin-speaking disordered children. Four aspects regarding the acquisition of Mandarin palatals are included in this study: the order of acquisition, the phonological processes involved, the delayed phonological processes, and the path of error patterns. In addition, the effect of syllable complexity on disordered children’s palatal production is also examined. Three disordered children (aged 3;10 to 5;3) who were identified as having delayed phonological development are investigated in this study. A six-to-seven month of longitudinal observation is conducted by recording the spontaneous speech between the therapists and the children during the process of speech therapy. The results showed that phonologically disordered children have the following characteristics on palatal acquisition and production: (1) static phonemic system that stops at an early level of development, (2) persistent uses of delayed processes, and (3) frequent uses of phonological processes. These characteristics were asserted in the literature (Stoel-Gammon & Dunn, 1985; Jeng, 2011) and have been proved in this study. In addition, we found that disordered children are unconsciously able to notice the aspiration feature of two sounds, and will use an error sound that has an identical aspiration feature with the target. Moreover, the disparity between the linguistic competence and the linguistic performance in the disordered children was also found. Last, syllable complexity has found to affect disordered children’s palatal production. The substitution errors used by the disordered children support Schafer’s (1995) study, in which he claimed that the underlying representation of affricates is left-headed. To sum up, this study has provided a piece of evidence for the unsolved issue of the nature of affricates from the field of first language acquisition, and might serve as a reference for parents and speech therapists for understanding palatal acquisition and production in disordered children.