Edwards Jan, Beckman Mary E
Department of Communicative Disorders, University of Wisconsin-Madison, WI 53706, USA.
Clin Linguist Phon. 2008 Dec;22(12):937-56. doi: 10.1080/02699200802330223.
Consonant mastery is one of the most widely used metrics of typical phonological acquisition and of phonological disorder. Two fundamental methodological questions concerning research on consonant acquisition are (1) how to elicit a representative sample of productions and (2) how to analyse this sample once it has been collected. This paper address these two questions by reviewing relevant aspects of experience in evaluating word-initial consonant accuracy from transcriptions of isolated-word productions elicited from 2- and 3-year-olds learning four different first languages representing a telling range of consonant systems (English, Cantonese, Greek, Japanese). It is suggested that both researchers and clinicians should consider a number of different item-related factors, such as phonotactic probability and word length, when constructing word lists to elicit consonant productions from young children. This study also proposes that transcription should be supplemented by acoustic analysis and the perceptual judgements of naive listeners.
辅音掌握情况是典型语音习得和语音障碍研究中使用最广泛的指标之一。关于辅音习得研究的两个基本方法问题是：（1）如何引出具有代表性的发音样本；（2）在收集到这个样本后如何进行分析。本文通过回顾从学习四种不同母语（代表一系列辅音系统，如英语、粤语、希腊语、日语）的2岁和3岁儿童孤立词发音转录中评估词首辅音准确性的相关经验方面，来探讨这两个问题。研究表明，研究人员和临床医生在构建单词列表以引出幼儿的辅音发音时，都应考虑一些不同的与项目相关的因素，如音位组合概率和单词长度。本研究还建议，转录应辅以声学分析和外行听众的感知判断。
