Elementary School English Teachers' Perception about Phonics Instruction and the Results of its Practices: Tainan Area

台南地區國小英語老師對字母拼讀法的教學信念及教學成果及困難

杜蕙玲(Hui-Ling Tu) ； 蘇淑卿(Shu-Chin Su)

《真理大學人文學報》 11期 (2011/10) Pp. 35-60

https://doi.org/10.29962/TOJA.201110.0002

摘要

自民國九十年起國小高年級課程實施英語教學，於民國九十四年英語教育更納入中年級正式課程。本研究旨在了解國小英語教師對自然拼讀法的教學信念、課堂的實施狀況以及其成效，並探討教師在課堂上可能面臨的困難。本研究採用問卷調查法，以「國小英語老師對字母拼讀法的教學信念及課堂實施狀況調查問卷」針對34名在職英語教師進行資料蒐集。受測教師依真實教學經驗與狀況自我評估對自然拼讀教學的觀點: (1)對於字母拼讀法的教學認知，(2)字母拼讀法之課堂實施狀況，(3)實施成果以及困難。受測者的回饋以描述統計處理資料。研究結果顯示教師對於字母拼讀法的教學信念大致相同，多數受測者認為字母拼讀法有助於學生的拼讀和字彙辨識能力。在課堂的實施方面，教師多依據字母拼讀法的教學原則。儘管有學生在學習過程較緩慢，多數的教師對於字母拼讀法教學成效仍抱持著正面的態度。期望本研究結果能提供英語教學者對於字母拼讀法教學有更深入的了解。最後提供建議，作為教育研究者進行更深入國小英語教學研究之參考。

關鍵字

字母拼讀法 ； 音韻覺識 ； 解碼能力 ； 識字能力 ； 字音對應

並列摘要

English education has been implemented since 2001 to 5^(th) and 6^(th) graders and was further extended to Grade 3 in 2005 as a formal schooling in Taiwan. The aims of this research project are to investigate the views of the in-service English teachers in phonics and its in-class practices and to examine the effectiveness of the phonics instruction as well as the perceived difficulties that the teachers may encounter in their classes. A questionnaire-based survey with a sample of 34 in-service English teachers from Tainan area is administered to explore the teachers' perception on phonics teaching. The research instrument, ＂the Questionnaire of Teachers' Beliefs on Phonics and its Applications＂, is designed to answer the following research questions: (a) what perception do primary school English teachers in Tainan area hold about the phonics instruction? (b) what are their in-class practices? And (c) what are the results of phonics instruction? The responses from the participants are quantified with descriptive statistics. The results shows that the participated teachers share a similar set of beliefs that phonics as a fundamental gateway to early English literacy and an access to promote decoding, encoding and reading automaticity. In-class phonics practices are basically in accordance with the phonics teaching principles. Despite of learning difficulties of some students, the overall effects of phonics instruction are highly praised by the teachers. It is hoped that the outcomes of this study offer an insight into English phonics teaching and learning at the introductory level. Suggestions are put forward for future researchers.

並列關鍵字

phonics ； phonemic awareness ； decoding skill ； literacy ； grapheme-phoneme correspondence