published_or_final_version / Physics / Doctoral / Doctor of Philosophy

國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：國中生拼音錯誤中母音字母代換分析 指導教授：尤雪瑛 研究生：胡明玉 論文提要內容： 本研究旨在探討國中生母音字母的拼字錯誤，試圖在其看似混亂，毫無根據錯誤中，尋找隱藏其中共通的原則或模式。 本研究以實驗方式實際進行國中學生在拼字錯誤母音字母替代上表現的觀察。實驗分兩階段， 第一階段收集學生語料，探討拼字錯誤中隱藏共通的原則或模式。第二階段設計實驗，進一步印證第一階段所得的發現。 研究結果顯示拼字錯誤和學生的發音有極大的關係。在母音字母替代的表現上，以下列四類最為顯著：（一）字母a取代其他字母；（二）字母e取代其他字母；（三）字母i取代其他字母；（四）字母o取代其他字母。其原因在於：（一）相近音的混淆，例如對舌位相近的/e/、 /Q/、 /E/產生混淆；（二）母語的影響，例如對鬆緊母音的混淆；（三）對不同系統代表符號的混淆，例如對音標和字母的混淆。 本研究在最後一個章節提出教學之建議，及未來進一步研究可行之方向。 / ABSTRACT This study investigates Chinese subjects’ vowel letter substitution found in spelling errors. An empirical experiment designed in two stages is conducted to collect data from junior high school students. The first stage of experiment is to find hidden patterns behind the misspellings. Then data from the second stage serve to confirm the finding in the first stage. Data collected from the investigation shows that pronunciation plays a significant role in students’ spelling errors. In fact, spelling errors indicate subjects’ development in spelling ability; they are not random and groundless, and on the contrary, most of them are phonetically plausible. Major patterns found in vowel substitution include: (1) Substitute letter a, (2) Substitute letter e, (3) Substitute letter o, and (4) Substitute letter i. There are three main reasons for the substitution: (1) confusion of similar sounds, which may result from nearby tongue positions, (2) L1 transfer, such as the lack of awareness of tense and lax vowels, (3) confusion of different representing systems, such as the confusion of letter names and letter sounds and the confusion of alphabet forms and phonetic symbols. Finally, pedagogical implications and suggestions for further research are provided.

In the global framework of improving vibro-acoustic numerical prediction quality together with the need to decrease the number of prototyping stages, this manuscript focuses on achieving greater accuracy for acoustic numerical simulations by making use of a parametric updating technique, which enables tuning the model parameters inside physically meaningful boundaries. The improved model is used for the next prototyping stages, allowing more accurate results within reduced simulation times. The updating technique is based on recent works dealing with the constitutive relation error method (CRE) applied to acoustics. The updating process focuses on improving the acoustic damping matrix related to the absorbing properties of the materials covering the borders of the acoustic domain.

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This study investigated the effect of four score study styles--no score study, study with score alone, study with score and a correct aural example, and score study at the electronic keyboard--on the pitch and rhythm error detection abilities of beginning conducting students. Subjects were 30 members of undergraduate beginning conducting classes at three midwestern universities. Four tests were developed, each having 31 four- to six-measure excerpts from band literature. Each excerpt contained only one error. Excerpts were grouped according to difficulty and assigned to tests in a modified random manner to facilitate equality of difficulty between sets. Within each test, excerpts were arranged in order of increasing difficulty and rescored to contain from one to eight parts. A counterbalanced design was utilized featuring a Latin Square into which the four score study styles were entered. Over the course of four sessions subjects received all four styles and all four tests. The orders in which subjects received score study styles were assigned on a rotational basis. Each subject within a university received the tests in the same order, but this order varied between universities. Six Hypercard © (Atkinson, 1987-90) stacks were developed on a Macintosh LC computer for presentation of the tests, management of the study, and data collection. Excerpts were played through MIDI keyboards using sampled wind instrument sounds. Study with the score and a correct aural example was found to be significantly more effective than either study with the score alone or no study. No significant difference was found between score study at the keyboard and any other score study style. There were significant differences in test scores attributable to the number of parts in examples. Generally, error detection became more difficult as the number of parts in examples increased. There were no significant differences in test scores attributable to the order of presentation of score study styles, individual example sets, or groups/order of presentation of example sets. There were significant differences in means score study time per session attributable to score study style, and in mean total time per session attributable to session number.

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