本研究旨在探討國小二、三年級與國中七、八年級之聽覺障礙學生對於情緒語音知覺之能力，即為研究對象僅透過聽覺來判斷語句中的情緒並瞭解在不同背景因素，研究者選取包括年級、性別與聽損程度等背景因素，聽覺障礙學生情緒語音知覺能力之差異。
研究方法與工具方面，本研究採方便取樣，抽取之研究對象為台北縣市之聽覺障礙國小與國中學生，研究對象共計44位：國小二、三年級學生22位與國中七、八年級學生22位。本研究之研究工具採用「情緒語音知覺測驗」，此測驗分別有三個不同目的之分測驗：（1）分測驗一：研究目的為在有語意支持之情況下，分辨快樂語悲傷兩種情緒之知覺能力；（2）分測驗二：在無語意支持下之不熟悉語言，分辨快樂與悲傷兩種情緒之知覺能力；（3）分測驗三：在無語意支持下之熟悉語言，分辨快樂與悲傷兩種情緒之知覺能力。
研究結果顯示：（1）聽覺障礙學生在有語意的支持下之情緒語音知覺能力最佳，在無語意支持下之熟悉語言的表現次之，在無語意支持下之不熟悉語言之情緒語音知覺能力則為最差；故語言線索的多寡，會影響聽覺障礙學生情緒語音知覺能力之表現，線索較多則情緒語音知覺能力較高於線索少之能力。（2）不同學齡階段之情緒語音知覺能力，在有語意支持下與無語意支持下之熟悉語言有顯著差異，但國小生能力較好；而無語意支持下之不熟悉語言則無顯著差異。（3）不同性別之情緒語音知覺能力無顯著差異。（4）不同聽損程度之情緒語音知覺能力有顯著差異，且中度聽覺障礙學生情緒語音能力皆較佳。
本研究發現聽覺障礙學生之情緒語音知覺能力，會依言語線索的多寡在能力上有所差異；在不同背景因素仍有所差異，故在相關訓練中若能加入相關對情緒語音判斷之活動，可增進聽覺障礙學生在情緒語音知覺之能力。往後的研究亦可針對聽覺障礙學生之情緒語音知覺能力對溝通能力、社交技巧與情緒管理方面影響做更深入的探討。

The purpose of this study was to assess the ability to perceive emotion in speech through audition only on elementary and junior school students with hearing impairment. Subjects were 44 students with hearing impairment, including 22 2nd or 3rd graders, and 22 7th or 8th graders in Taipei city (county). In this study, we used the tool ” Emotion Perception in Speech Test ”. There were three tests used in this study. Every test was administered for a different purpose. The participants of the first test were asked to identify two emotions, happiness and sadness, in speech from semantic cues. The participants of the second test were asked to listen to an unfamiliar language (Italian) and then judge two emotions, happiness and sadness, in speech. The participants of the third test were asked to identify two emotions in speech, happiness and sadness, without semantic support.
First of all, students in the third test were found to identify the two emotions in speech the best, followed by those in the first test and then those in the second test.
Secondly, significant difference was found between the participants of test 1 and 3. In other words, students can identity emotions in speech with semantic cues significantly better than those without. However, the elementary school students in the study performed better than those in junior school. No significant difference was found between elementary and high school students with respect to the second test. Thirdly, there were no significant differences found between genders.
Forthly, there were significant differences found between students with moderate hearing impairment and students with severe hearing impairment, and the test performance of the students with moderate hearing impairment were better than those with severe hearing impairment.

摘 要………………………………………………………………Ⅰ
Abstract ………………………………………………………… Ⅲ
目 次………………………………………………………………Ⅴ
表 次………………………………………………………………Ⅶ
圖 次………………………………………………………………Ⅸ
第一章 緒論……………………………………………………………..1
第一節 研究動機……………………………………………………..1
第二節 研究目的與研究問題………………………………………..5
第三節 名詞釋義……………………………………………………11
第二章 文獻探討………………………………………………………13
第一節 情緒知覺之理論基礎與內涵………………………………13
第二節 情緒的語音特性……………………………………………28
第三節 聽覺障礙者之情緒語音知覺能力…………………………39
第三章 研究方法………………………………………………………51
第一節 研究架構……………………………………………………51
第二節 研究對象……………………………………………………53
第三節 研究工具……………………………………………………56
第四節 研究程序……………………………………………………61
第五節 資料處理與分析……………………………………………68
第四章 結果與討論……………………………………………………75
第一節 不同言語條件之情緒語音知覺能力………………………75
第二節 不同言語條件下情緒語音知覺能力之差異性……………81
第三節 不同背景因素之情緒語音知覺能力比較…………………88
第五章 結論與建議…………………………………………………..109
第一節 結論………………………………………………………..109
第二節 研究限制…………………………………………………..114
第三節 建議………………………………………………………..115
參考文獻………………………………………………………………119
中文部分……………………………………………………………119
英文部分……………………………………………………………122
附錄
附錄一 基本資料紀錄…..…………………………………………134
附錄二 家長同意書……..…………………………………………135
附錄三 分測驗紀錄紙......…………………………………………136

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