頁籤選單縮合
題名 | The Effects of Implementing Explicit Phonics Instruction on EFL Low Achievers' Phonemic and Phonological Awareness Progress and Sight Word Reading Ability in an Elementary School in Taiwan=英語自然發音教學對於國小英語低成就者的音素及音系和英語常見字閱讀能力成效之研究 |
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作 者 | 郭銘宜; 周惠那; | 書刊名 | 靜宜語文論叢 |
卷期 | 5:1 2011.12[民100.12] |
頁次 | 頁125-160 |
分類號 | 524.380513 |
關鍵詞 | 自然發音教學; 音素了悟; 音系了悟; 英語為外語的學習低成就者; 英語常見字閱讀; Explicit phonics instruction; Phonemic awareness; Phonological awareness; EFL low achievers; Sight words reading; |
語文 | 英文(English) |
中文摘要 | 自然發音教學是早期閱讀教學的要素之一。透過自然發音,學童可以學習閱讀及認 字能力。本研究目的在於探討透過英語自然發音教學如何能影響國小英語低成就學 童之口語閱讀能力,包括音素及音系的了悟和英語常見字的閱讀能力。本研究對象為 台中市某國小二十位五年級學生。而這二十位學生都沒有參加校外的英語補習,所 以他們的英語能力是屬於低成就的。本研究進行為期10 週,每週有兩節課,每節課40 分鐘,共有20 節課。本實驗採用量及質的混合研究法來分析資料。 量的資料收集包 括英語自然發音及英語常見字的前後測,並且採用T 考驗去分析並比較是否有顯著 性不同。此外,質的資料收集來自於十週教學後對學生的訪談,以便了解學生此教 學活動之看法。研究結果顯示,透過自然發音的教學對於國小英語低成就學童的口 語閱讀能力是有助益的。T 考驗的結果顯示出學生的音素及音系的了悟和英語常見 字的閱讀能力有顯著的差異。另外,從訪談中,大部分的學生也表示他們從明確的 英語自然發音教學中,他們的音素及音系的了悟和英語常見字的閱讀能力有顯著的 進步。此外,研究者提出本研究的限制,也提出對於未來研究之建議。 |
英文摘要 | Phonics instruction is an important ingredient to early reading instruction (Blevins, 2006). Through phonics instruction, children are able to decode words and improve in word recognition. The purpose of this study is to investigate the effects of implementing explicit phonics instruction on EFL low achievers’ oral reading skills which include phonemic and phonological awareness and progress, and sight words reading in an elementary school in Taiwan. Sight words refer to the high-frequency words. In order to become an efficient reader, a reader needs to read sufficient numbers of words “by sight” (Ehri & McCormick, 2004). The participants were twenty 11-year-old fifth-grade students from an elementary school in Taichung City who did not attend any English cram schools after class. They, referred to as low achievers in this study, were academically below average in their English proficiency. There was a ten-week implementation on the participants. Each week consisted of two-periods of classes, with a total of 20 classes with each class being 40 minutes long. The study utilized both quantitative and qualitative research methods for data collection and analysis. Quantitative data were collected through phonics and sight words pretest and posttest and analyzed using the t-test for comparing the test scores. Based on the t-test results, the participants’ phonemic awareness, phonological awareness, and sight words oral reading were found to have a significant difference between the pre- and posttests. Qualitative data were collected through semi-structured interviews with the participants after the implementation. Interview results also showed that explicit phonics instruction has improved the participants’ phonemic and phonological awareness as well as their sight words reading ability. Furthermore, limitations of the study and suggestions for future research are proposed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。