字母拼讀法對音韻覺識的影響研究

The Effects of Explicit Phonics Instruction on the Development of Phonological Awareness

許婉琳(Wanlin Sheu)

指導教授 ： 陳純音

國立臺灣師範大學/文學院/英語學系/碩士(2007年)

摘要

摘要
本研究旨在以準實驗方式探討「字母拼讀法」對34位小二學生在英語音韻覺識上的影響。所採用的「字母拼讀法」除了介紹學生認識字母的發音外，並引導學生進行合音練習及切音練習的教學活動。經過一學期五次(將近有200分鐘)的密集訓練後，以量化的方法比較學童前測與後測的表現差異，並進行錯誤分析探討研究議題。
研究發現如下：
一、 整體說來，小二學生在經過「字母拼讀法」的教法後，音韻覺識的表現確實有進步的。此外，研究結果顯示，此教學法對低成就學習者以及低音韻覺識的學生幫助尤為顯著。然而對高成就學習者及具高音韻覺識的學生則無。
二、 學童主要在兩項音韻覺識的項目上進步顯著：「VC合音」以及「音素切音」。
三、 學童對字母與字母聲音關係連結的掌握越高，也越能有音韻覺識能力，如：合音、切音、以及押韻。
四、 六個音韻覺識能力的項目在難易程度(由簡單到困難依序為)：「VC合音」< 「CVC合音」及音節切音 < 押韻 < 「音素切音」< 「CVC合音」的口說能力。
五、 學生在六項音韻覺識項目所遭遇的困難包括：字母名稱與字母發音的混淆、相似聲音的錯誤替換、以及多重語音影響等的因素。
根據以上研究發現，本研究的「字母拼讀法」相當適合用於增強低音韻覺識能力學生的音韻覺識能力，尤其在「VC合音」以及「音素切音」的能力之增強。再者，若要訓練學生的音韻覺識能力，建議此訓練建立在學生已對字母與字母聲音關係連結有相當程度上的掌握。另外，針對學生比較會產生混淆的聲音，教師可以在課堂上多做兩兩聲音的對比練習以及強調。

關鍵字

字母拼讀法 ； 音韻覺識 ； 合音 ； 切音

並列摘要

ABSTRACT

The purpose of the quasi-experimental study is to evaluate the effects of explicit phonics instruction on the phonological awareness (PA) development of thirty four second graders. The major focus of the explicit phonics instruction was to explicitly arouse students’ awareness of letter-sound knowledge and PA skills, such as, blending and segmentation. Over a semester, after the students underwent the treatment for five periods (approximately 200 mins) of intensive trainings, a quantitative approach was implemented to address to the research questions proposed.
The results of the present study are as follows:
1. The subjects’ overall phonological awareness skills were improved after explicit phonics instruction. In particularly, the low-achievers and the low-PA students made the most progress in the posttest. However, the instructional effect was not as obvious for the high achievers and the high-PA students.
2. The subjects improved greatly in the VC blending task and the phoneme segmentation task.
3. The subjects’ alphabetic knowledge played facilitative role in enhancing their phonological awareness skills, such as blending, phoneme segmentation, and rhyming.
4. The difficulty orders of the six phonological awareness tasks, from the easiest to the most difficult, were VC-blending < syllable segmentation & CVC-blending < rhyming < phoneme segmentation < CVC oral production.
5. The subjects’ difficulties in their PA performances might result from: letter sound and letter name confusion, wrong substitution of similar letter sounds, and the influence of multiple phonological factors.

The pedagogical implications of the present study lie in that this explicit approach of phonics instruction is favorable for enhancing students’ phonological awareness ability, especially low-PA students. In addition, this approach is most likely to boost students’ two phonological awareness skills, such as, VC blending and phoneme segmentation. Furthermore, it is suggested that teachers should build up students’ alphabetic knowledge first in promoting their phonological awareness ability. They are also recommended to provide students with more minimal pairs and practices when introducing confusing sounds.

參考文獻

Huang, S.L. (2004). An Experimental Study of the Effects of Phonics Instruction on

Adams, M.J. (1990). Beginning to read: Thinking and learning about print.

Guilford Press.

Reproduction Service No. ED448408)

Blachman, B.A. (1989). Phonological awareness and word recognition: Assessment