第五章 結論與建議
第三節 建議
依據本研究之結果，提出對於教學參考與未來的研究建議，說明如 下：
壹、教學參考
語音的表現是外顯的行為，語言的能力則是相較較為內隱的表現。
通常家長與老師比較容易注意到兒童的語音異常問題，往往忽略了其內 在的語言能力對構音表現的可能影響。身為專業的語言治療師，除了讓 家長明白個案的語音表現外，亦應同時讓家長理解到語音和語言之間的 相關性。事實上，語言能力對兒童日後所影響的層面更大，對於未來的 拼音、閱讀、寫作等學習，除了要有正確的語音外，亦需要有足夠的語 言理解與認知能力。因此，對於語音異常的兒童，尤其是錯誤數量較多 或較為嚴重的個案，更需要考量個案語言層面的問題，進行較為完整的 語言和語音能力評估。
貳、對於未來的研究建議
在國內雖然已有一些語音異常的研究，但多集中於與一般兒童之間 的比較，而較少有關於語言遲緩與語音異常之間的關聯性研究。由於語 言環境上的差異，在國外研究上的結果發現，不見得適合對應在華語的 使用者身上。本研究結果中關於構音錯誤類型表現的結果，語音異常兒 童的省略類型出現次數，便與國外研究的結果有所出入。雖研究者推論 認為是華語音節結構較為簡易的因素，但建議未來的研究可以更進一步 的比對華語語音異常兒童和其他語言環境兒童的差異狀況。
另外，從本研究結果可以得知，兒童語音異常的語音和音韻表現似 乎容易停留在較早期發展里程中的語音表現。而本研究並未針對語言能 力的差異狀況，去探討關於語言能力差異對兒童語音習得的表現。建議 後續研究可以更進一步探討關於不同語言能力對於語音異常和語音習得 的相關性和可能影響程度。
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圖一
附件四
範例一
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圖三 圖二
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圖四
圖五
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圖六
圖七
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圖九 圖八
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圖十
圖十一
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圖十：
詞彙：
貝殼、海星、螃蟹、寄居蟹、沙堡、鏟子、水桶 句子：
小朋友用水桶和鏟子堆沙堡。
沙灘上有貝殼和海星。
寄居蟹很乖，不像螃蟹愛打架。
圖十一：
詞彙：
廁所、男生、女生、肥皂、洗澡、洗手、泡泡 句子：
男生和女生的廁所不一樣。
老師說要用肥皂洗手。
姊姊一邊洗澡，一邊吹泡泡。