The Effect of Phonics Instruction on Word Recognition and Reading Comprehension among EFL Low-achieving Learners in a Taiwanese Junior High School

字母拼讀法教學對台灣國中英語低成就學生認字與閱讀理解之影響

林彥良(Yen-Liang Lin)

《慈濟大學教育研究學刊》 5期 (2009/07) Pp. 293-355

https://doi.org/10.6754/TCUJ.200907.0293

摘要

本研究目的皆在探究字母拼讀法融入園中英語科低成就學生補救教學是否能提升學生認字及閱讀理解能力，並了解其學習困難以及對英語字彙學習方法和英語學習態度的改變情形。本研究之研究對象為花蓮縣一所園中九年級12名英語低成就學生，在7週的補救教學期間，學生接受每週2次，每次45分鍾的字母拼讀法教學。參與的學生，在教學前後分別接受「認字測驗」（含字音及字義分測驗）和「閱讀理解測驗」之前測和後測，同時針對英語學習經驗及字母拼讀課程進行問卷調查，亦在教學實施期間進行個案訪談。研究結果發現：(1)學生的認字測驗前後測平均分數差異達到顯著的水準：(2)課程實施前後，低成就學生閱讀理解能力進步亦達顯著水準：(3)字母拼讀法的學習困難方面，多音節單字、母音的變化、不規則的字母發音對應等較為困難；(4)同儕教導策略對低成就學習者英語學習成效有正面的效果，在學習態度方面，學生不論是在課堂參與、課後複習，或是作業表現都有提升。以上結果顯示，字母拼讀法有助於提升國中英語科低成就學童之認字和拼字能力，對學習方法及態度亦有正面的影響。因此，本研究的研究結果，可以提供英語教學者在進行英語科低成就學生教學時的參考。

關鍵字

字母拼讀法 ； 低成就學生 ； 認字能力 ； 閱讀理解

並列摘要

This study aims to examine the extent to which phonics instruction can facilitate word recognition and reading comprehension of low-achieving learners at a junior high school located in Hualien. Twelve ninth graders, with low proficiency levels, were recruited to a complementary phonics support program, implemented twice a week which lasted for fourteen 45-minute class periods over a seven-week period of time. The research design included pretesting learners, before they received phonics instruction, and posttesting learners immediately, following the instruction. Survey questionnaires and qualitative interviews were also conducted. The results of the study revealed that (1) phonics instruction significantly improved low-achieving learners' performance on the measures of word recognition, including word decoding and meaning; (2) the reading comprehension ability of low-achieving learners was developed significantly prior to, and following, the phonics program; (3) learning difficulties which the learners encountered in the program were likely to be multi-syllable word decoding, irregular spelling patterns and vowels; and (4) most participants endorsed the belief that peer tutors may play a positive role during the phonics learning program. It appears that low-achieving learners might well benefit from phonics instruction significantly to develop word recognition and reading comprehension; consequently, the pedagogical practice of integrating orthographic and phonological awareness training into a support program can be of enormous value for such learners to acquire fundamental knowledge of English words.

並列關鍵字

phonics ； low-achieving learners ； word recognition ； reading comprehension