字母拼讀法教學與其對國一學生音韻影響之實證研究

An Experimental Study of the Effects of Phonics Instruction on the Acquisition of Phonological Awareness of Junior High School Students in Taiwan

黃秀玲(Isabella Shiou-ling Huang)

指導教授 ： 謝國平博士

國立臺灣師範大學/文學院/英語學系在職進修碩士班/碩士(2002年)

摘要

字母拼讀法原本是以英語文母語的人士用來認字的方法之一 ，其目的在於使閱讀者能見字拼音，聽音認字，進而了解語意。然而在台灣，雖然字母拼讀法扮演著學習英語發音的角色，但是學者指出教師應該以字母拼讀法作為提昇學生音韻覺識的基礎。換言之，教師可以透過字母拼讀法進行訓練音韻覺識的活動。所以，學生在學習英語時，如果具有音韻覺識，那麼便較有可能成為成功的閱讀者。
本論文主要是研究國一學生是否能夠經由字母拼讀法教學來提昇其音韻覺識。本實驗教學研究開始於民國九十年九月，結束於民國九十一年一月。實驗組接受字母拼讀法教學，控制組接受K. K.音標教學，共計六十七名學生。教學實驗結束後進行七種音韻覺識測驗。受測者的成績分析是採用獨立樣本T檢定以及符號檢測。
實驗結果提供有關國一學生處理英語語音能力的資訊，並且提出字母拼讀法教學對於國一學生的音韻覺識提昇有正面的影響。此外，本論文也為日後研究提出建議。

關鍵字

字母拼讀法 ； 音韻覺識 ； 語音處理 ； K. K. 音標

並列摘要

Phonics is originally one of the word recognition methods used in English speaking nations with the purpose to help native speakers know the meaning of a word as soon as they can sound it out. However, in Taiwan, even though phonics plays a role in teaching English pronunciation, scholars indicate that teachers should enhance students’ phonological awareness based on phonics. In other words, phonological awareness training activities can work through phonics instruction. Therefore, when learning English, if a student has phonological awareness, then it will be easier to become a successful reader.
The current study was thus conducted to investigate whether first-year junior high school students could be trained to foster their phonological awareness though phonics instruction. This empirical study began in September, 2001, and ended in January, 2002. Seven tasks on phonological awareness were given to the experimental group and the control group. The former received phonics instruction; the latter was taught K. K. phonetic symbols, sixty-seven students in total. The collected data of their performance were analyzed by Independent-Samples T-Test and Proportion Correct and Sign Test.
The results of the study provide information about first-year junior high school students’ abilities to phonologically process English speech sounds. The results of the study also provide positive effects of phonics instruction on the acquisition of phonological awareness of first-year junior high school students. Besides, some pedagogical implications and suggestions were presented for further studies.

並列關鍵字

phonics instruction ； phonological awareness ； phonological processing ； K. K. phonetic symbols