臺灣博碩士論文加值系統

本研究旨在探討整合式英語拼讀補救教學對台灣國小低成就學生英語字母、音韻覺識及拼字能力的影響。此外，學生在接受整合式英語拼讀補救教學後對英語學習的態度、英語拼讀法的看法和對補救教學課程的反應也將一併探討。
本研究的六位實驗對象來自屏東縣某國小五年級，他們皆來自弱勢族群家庭且沒有通過教育部的英文補救教學科技化評量測驗。所有的受試者都須接受將明確式英語拼讀教學法(explicit phonics approach)與使用英語拼讀教學分級故事書當教材的隱含式英語拼讀教學法(implicit phonics approach)結合而成的整合式英語拼讀教學法(integrative phonics instruction)兩個月，此課程每週兩天放學後時間上課，一次上課80分。學生的英語字母知識前後測成績、音韻覺識前後測成績、英語拼字前後測成績、教室觀察記錄、前後測問卷及學生訪談資料均被蒐集以做質、量化分析。前述三個前後測的分數皆透過統計軟體SPSS 裡的相關樣本符號檢定去分析和比較。而教室觀察記錄、前後測問卷及訪談資料則用以作質性分析。
研究結果顯示，在明確式英語拼讀教學(explicit phonics approach)階段中，隨著不斷練習拼讀知識，學生的英語字母知識及音韻覺識能力有顯著的進步。接著，在隱含式英語拼讀教學(implicit phonics approach)階段中，藉由重複閱讀英語拼讀教學教材，多數學生的英語字母知識及音韻覺識能力再次被強化了。本實驗中，分數進步較多的學生熟悉了英語拼字模組；而分數進步較少的學生學到了英語字母的字、音對應知識。所以，學生的拼字能力也顯著的變好。同時，多數學生對整合式英語拼讀補救教學課程持有正向的態度。因為本課程改善並鞏固了學生的英語拼讀知識、改變了學生背單字的方法以及激勵學生學習英語。更進一步地，補救班的學生認為在接受了整合式英語拼讀補救教學課程後，他們的英文程度都提升了。
根據本研究的結果，研究者建議國小教師可以採用整合式英語拼讀教學法，來補救低成就學生的英語拼讀知識及提升英語自學的能力。此外，國小教師也可以選用英語拼讀教學分級故事書做為英語拼讀教學的教材。最重要的是，教師在實施補救教學課程時，需要依照學生的學習情形及遭遇到的困難來彈性的調整教學活動及教學進度。因為，教會學生懂得英語拼讀法比教完拼讀教學教材更重要。最後，研究者也建議未來的研究能擴大研究對象的取樣，並延長實驗教學的時間。

This study aims to explore the effects of integrative phonics instruction on EFL low-achievers' alphabet knowledge, phonemic awareness, and spelling ability. It also investigates students’ attitudes toward English learning, perceptions on phonics knowledge, and the responses to the remedial program after receiving the Integrative Phonics Remedial Instruction Program.
In this study, the participants were 6 fifth-graders in Pingtung County who came from the underprivileged minority family and did not pass the English Remedial Instruction-technology-based testing made by the Minister of Education of Taiwan. All of the participants received the explicit phonics approach integrated with the using of the graded phonics reader in the implicit approach for two months (two sessions a week and each session for 80 minutes after school). Data in this study were collected from the pre/post alphabet knowledge tests, the pre/post phonemic awareness tests, the pre/post spelling tests, the pre/post-study questionnaires the student’s interviews and the classroom observation notes. The former three were analyzed with pair samples sign test. The students’ responses in the pre/post questionnaires were measured through the descriptive statistics. The interview and the classroom observation notes were used to support the researcher’s interpretation of the findings.
The results show that with the repeated practice of the words embedded with the alphabet knowledge learned in the explicit phonics teaching stage, the students’ phonics performance in terms of alphabet knowledge and phonemic awareness progressed significantly. Later on, with constant reading of the phonics reader in the implicit phonics teaching stage, most students’ alphabet knowledge and phonemic awareness were reinforced. In this study, the students of the higher gained score got familiar with the spelling pattern, while the student of the lower gained score learned the letter-sound correspondence knowledge. Therefore, they also performed significantly better in the post spelling test. Meanwhile, most students held the positive attitude toward the Integrative Phonics Remedial Instruction Program, in that the remedial program improved and consolidated their phonics knowledge, changed their way of memorizing English words, and motivated them in learning English. Furthermore, the participants thought that their English performance was enhanced after they received the Integrative Phonics Remedial Instruction Program.
Based on the results, the researchers proposed pedagogical implications for language teachers to adopt the integrative phonics remedial instruction to help low-achievers develop their phonics knowledge and English self-learning ability. In addition, EFL elementary teachers could choose the phonics reader as the supplementary materials for phonics teaching as well. Last but not least, teaching activities and the pace of instruction should be flexibly adjusted according to the low-achievers’ absorption rate and learning difficulties. In that, teaching students to completely understand the target phonics rules is more important than teaching them to finish reading the whole phonics materials. Finally, more participants and a longer duration of the instruction are suggested in future studies.

ACKNOWLEDGEMENTS……………………..…………………….. i
CHINESE ABSTRACT……………………………………………..….ii
ENGLISH ABSTRACT…………...…………………………….. iv
TABLE OF CONTENTS………………………………………..…. vii
LIST OF TABLES…………...……………........…….xi
LIST OF FIGURES………….……………………..…...…. xii
CHAPTER ONE INTRODUCTION…….…………………………….1
Background and Motivation…………..........1
Purposes of the Study……………...…………………………6
Research Questions…...……………………………………...7
Significance of the Study………………..…………..7
Definition of Terms……………..……………………………….9
CHAPTER TWO LITERATURE REVIEW………………....12
Remedial Instruction……………………………..…………..12
Phonics………………………………………………………………………....….17
The function of phonics…………………………………..17
The components of the phonics…………………..18
The methods of phonics instruction……..21
The synthetic method………………………………………21
The analytic method…………………………………………22
Phonics teaching in L1 and L2…………………..24
Phonics teaching in EFL…………………………………………26
Phonics Remedial Instruction in Taiwan………28
Problems in the phonics remedial programs in Taiwan……………….32
CHAPTER THREE METHODOLOGY………..…………...…………36
Participants………………………………………………………….....….36
The Integrative Phonics Instruction………………………………………….39
The phonics readers……………………………………………………...39
The teaching syllabus……………………………………………………...42
Teaching stages in W2 to W8…………………………………………….45
Instruments…………………………………………………………………….49
The pre/post alphabet knowledge test…………………………………..50
The pre/post phonemic awareness tests…………………………………51
The pre/post spelling tests………………………………………………..52
The pre/post questionnaires……………………………………………..52
The classroom observation note ……………...…………………………………53
Interviews…………………………………………...…………………………….54
Procedure……………………………………………………………………..…..……55
Data Analysis…………………………………………………………………………..57
Quantitative analysis…………………………………………………….58
Reliability and validity…………………………..………………………58
Qualitative analysis……………………………………………………...61
Trustworthiness…………………………………………………………..61
CHAPTER FOUR RESULTS AND DISCUSSIONS.………………….63
Changes in Learners’ Alphabet Knowledge Performance………………….63
The student of the highest gained score………………………………….65
The student of the lowest gained score……………………….………..69
Changes in Learners’ Phonemics Awareness Performance………………..……..…72
The student of the highest gained score………………………………….77
The student of the lowest gained score…………….….…….…………80
Changes in Learners’ Word Spelling Ability………………………………...84
The student of the highest gained score……………………………….86
The student of the lowest gained score………………………………...88
Students’ Responses to the Integrative Phonics Remedial Instruction…….91
Students’ attitude toward English learning………………………...…91
Students’ perception on English phonics……………………………….96
Students’ responses to the Integrative Phonics Remedial Instruction Program …………………………………..99
CHAPTER FIVE CONCLUSION……….………………………….107
Summary of the Findings………………...…...........…………………..........107
Pedagogical Implications…………………………………………………….109
Limitations of the Study and Suggestions for Future Research…………..111
REFERENCES………………………………………………………112
APPENDICES…………………………………………………….….122
Appendix A：The Pre/Post Alphabet Knowledge Test…………….………………..122
Appendix B：The Pre/Post Phonemic Awareness Test…………….……….……….125
Appendix C：The Pre/Post Phonemic Spelling Test…….………………….……….128
Appendix D : The Pre Questionnaire in English….………...........................………129
Appendix E：The Post Questionnaire in Chinese……….…………………………..131
Appendix F：The Post Questionnaire in English………………….………..……….133
Appendix G：The Post Questionnaire in Chinese……………….………….………135
Appendix H：Classroom Observation in English……………………….…………..137
Appendix I：Classroom Observation in Chinese……………..……………………138
Appendix J：Interview Questions in English……………………..…………………139
Appendix K：Interview Questions in Chinese………….…………………………...140
Appendix L：Reliability Statistics of the Pre/Post Alphabet Knowledge Test………………………………....141
Appendix M：Reliability Statistics of the Pre/Post Phonemic Awareness Test…….………………….…..…142
Appendix N：Reliability Statistics of the Pre/Post Spelling Test……………..…….143
Appendix O：Reliability Statistics of the Questionnaires…………..………………145
Appendix P：A Two-way Specification Table of the Pre/Post Alphabet Test…………...….....…147
Appendix Q：A two-way Specification Table of the Pre/Post Phonemic Awareness Test…..…………….….149
Appendix R：A Two-way Specification Table of the Pre/Post Spelling Test..……..151
Appendix S：The Sample Classroom Observation Note in English………………152
Appendix T：The Sample Classroom Observation in Chinese……………………155
Appendix U：Sample Transcription of the Interview in English……………..……157
Appendix V：Sample Transcription of the Interview in Chinese………….…...….159
Appendix W：A Sample Teaching Plan of the Integrative Phonics Remedial Instruction Program……161

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