臺灣博碩士論文加值系統

本研究旨在探討字母拼讀法與字詞分析法運用在高中英文字彙教學上的成效， 並針對下列問題，作實驗後的考核與檢視：
(1)在英文字彙學習上，結合字母拼讀法與字詞分析法的教學是否使學生更易於習得字彙？
(2)結合字母拼讀法與字詞分析法的教學對學生字彙學習上的助益有多大？
(3)運用字母拼讀法與字詞分析法所可能遇到的限制為何？
希望此結合英文字彙形、音和義的教學方式以及研究的結果與發現，能對現行的中 學英文字彙教學，有啟發與參考價值。
參加本實驗的受試者為國立陸軍高級中學的兩個一年級班級，共計88位男同學。 於每週三節英文課中，使用一節在其原班進行，共計16週。 此實驗教學包括了前測、後測、問卷及錄音紀錄等。
結果發現：結合字母拼讀法與字詞分析法的教學確實對學生助益頗大，且幫助學生克服了自國中以來對學習英文的恐懼，進而引發部分學生對英文學習的興趣。唯此實驗教學的限制在於：時間不足、學生缺乏自發學習以致無法將字母對應關係規則完全內化、以及字詞分析法對於具備相當基礎字彙的學生助益較大等。
無論如何，希望此研究得以給予字彙教學新的啟示，尤其是提供學習緩慢、基本字彙能力無法建構的中學生實質的幫助。並衷心期盼更多教師投入不同字彙教學法及其成效的研究，以幫助學生有效且愉快地學習字彙，更進而產生學習英文的興趣。

This study explores the effects of application of phonics instruction and word analysis on vocabulary instruction in National Army Senior High School. Like many EFL Chinese students, a great majority of students in the NASH school have a hard time learning English, especially on vocabulary. Without being instructed with efficient strategies to tackle English words, students find it difficult to memorize and learn vocabulary. In the long run, they are severely limited in English vocabulary capacity and that results in the disability to read or write. The main purpose of this study is to apply both phonics instruction and word analysis to vocabulary teaching to promote the students’ vocabulary ability and regain their confidence and interest in learning English.
The preliminary questions to be investigated are as follows:
(1) How can the phonics instruction and word analysis facilitate students’ vocabulary learning?
(2) To what extent does the combined approach help students?
(3) What are the possible limitations of phonics instruction and word analysis in vocabulary teaching?
Eighty-eight first-grade students at the school were picked out randomly to participate in the empirical program during the first semester of the 90th school year. The research methods included pretest and posttest, questionnaires and tape transcription. It was found that phonics instruction facilitates students’ pronunciation ability, whereas word analysis skills help students much on attacking English new words’ meaning. By learning the combined approach, most of the students, who were much afraid of and lost confidence in English since their junior high school years and on, knew how to pronounce words easier than before and realized that vocabulary capacity could be expanded by analyzing those analyzable words. They regained confidence and interest in learning English through the instruction process.
The thesis is intended to give high school teachers a chance to rethink about vocabulary learning strategies, especially for those students who are at low proficiency. It is much hoped that learning vocabulary with appropriate methods can bring a success to language learners by providing empirical data and useful suggestions.

Acknowledgements
Chinese Abstract
English Abstract
Chapter
1. Introduction 1
1.1.Motivation 1
1.2.Purpose of the Study 3
1.3.Research Questions 3
1.4. Significance of the Study 4
2. Literature Review 6
2.1. Phases of Word Learning 6
2.2. Concepts of Phonics 9
2.2.1. Phonemic Awareness 10
2.2.2. Phonic Blending 10
2.2.3. Phonograms 11
2.2.4. Explicit and Implicit Phonic Instruction 11
2.2.5. Syllabication 12
2.2.6. Basic Phonics Rules 13
2.3. Concepts of Word Analysis 21
2.3.1. Morpheme 23
2.3.1.1. Characteristics of Morphemes 23
2.3.1.2. Components of Morphemes 25
2.3.2. Basic Morphological Rules 30
3. Research Design 36
3.1. Subjects 36
3.2. Instrument 37
3.2.1. Phonics Test 37
3.2.2. Word Analysis Test 37
3.2.3. Item Analysis 38
3.2.3.1. Phonics 38
3.2.3.2. Word Analysis 42
3.2.4. Questionnaire 46
3.3. Procedures 47
3.3.1.Phonics Instruction 47
3.3.2. Word Analysis Instruction 48
3.3.3. Questionnaire Survey 50
3.3.4. Interview of Students of Different Levels 50
4. Results and Discussion 52
5. Conclusion 62
5.1. Pedagogical Implications 62
5.2. Suggestions for Further Research 63
Appendices 65
References 91

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