第四章 結果與討論
第二節 建議
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。
一、學前兒童的詞彙教學
有關詞彙教學的研究多集中在書面詞彙的教學，對於學前口語詞彙 教學的研究較少。由本研究的新詞命名學習作業發現，不論是一般或是 SLI 兒童在重複測詴的情況下皆能夠有所進步，因此教室情境中介紹新 詞時，建議教師應於各種不同情境中重複呈現這個新詞，以提昇兒童接 觸到這個新詞的機會；而除了重複呈現之外，教師也必頇提供多次機會 讓兒童進行表達與使用新詞，以提昇新詞學習的表現。另外，本研究中 兩組兒童對於不同類型的新詞刺激，在學習表現上有所差異，特別是學 前兒童能夠利用華語的偏正式新詞當中所提供的語意訊息幫助學習一個 新詞，因此未來學前詞彙教學中應包含詞素覺知或是學習策略等部分。
最後，除了針對詞彙本身的教學方式之外，本研究發現學前兒童的音韻 工作記憶、語音知覺能力對口語詞彙理解能力具有預測性，因此在詞彙 教學上應可加入有關詞彙的音韻結構知識、或是基礎的音韻處理認知能 力的訓練，以提昇學前兒童的詞彙能力。
二、華語SLI兒童的研究
雖然國外在SLI兒童的診斷、鑑定與研究已行之多年，但是台灣對這 類型兒童的研究及論文數量仍甚缺乏，有限的研究主題也集中在定義、
鑑定，或是SLI兒童在語言能力各層面的表現，關於這些兒童的認知處理 能力的研究尚為缺乏。研究者透過本次研究與幼兒園所教師接觸的過程 中，發現到幼教教師對於SLI兒童這個類別或其行為特徵並不熟悉，對於 這些兒童可能的認知能力困難的了解更為有限。有關SLI兒童的行為特徵 與鑑定方面，受限國內學前語言相關評量工具的可及性，不只是在臨床 上會有測驗的練習效果，研究中能夠用來作為語言能力的指標亦有所不
足，因此未來應持續發展學前語言的相關評量工具，作為臨床上鑑定與 研究上應用。另外，若能找出具有預測力的早期變項，則可藉由早期認 知能力的介入訓練，提昇早期療育的成效。期望未來能有更多關於學前 SLI兒童各方面的研究，以提昇社會上對於這個族群兒童的了解與各項協 助。
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