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研究生:陳瑤容
研究生(外文):Yaw-jung Chen
論文名稱:語音解碼訓練對台灣學童英文認字能力提昇之成效
論文名稱(外文):The effects of phonological decoding training on English word recognition skills in Taiwanese EFL children
指導教授:陳淑惠陳淑惠引用關係
指導教授(外文):Shu-hui Chen
學位類別:碩士
校院名稱:國立台北師範學院
系所名稱:兒童英語教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:英文
論文頁數:120
中文關鍵詞:語音解碼英文認字台灣學童
外文關鍵詞:phonological decodingEnglish word recognitionTaiwanese EFL children
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本研究的目的旨在探討如何幫助英文語音解碼程度低落的國小學童,提昇其英文認字的能力以及英文認字的信心。本實驗的研究對象為台北縣某國小22名五年級學生,研究者將此22名學生平均分為兩組,實驗組與控制組均有11位學生。實驗組學童接受語音解碼訓練(phonological decoding training),每週兩次,每次15-20分鐘,實驗持續8週,而控制組學生則僅複習以前學過的英文。所有的研究對象在校內的正常英語課均由同一位英語教師所教導,而且接受實驗教學期間,他們並未到坊間的英語補習班補習。
在本研究中,實驗組的語音解碼訓練前四週半包含12個見字發音的字母(a, b, c, d, e, f, g, h, i, l, m, p, r, s, t, u),後三週半著重在音素切割(segmentation)及拼讀(blending)技巧的學習。而控制組八週的課程則是包括26個英文字母大小寫的練習,和15個單元的對話、字彙練習。
實驗結果顯示,比較組內的前、後測,實驗組在各方面表現均有顯著性的進步,包括認字測驗(包含認字測驗的總體表現,能認讀未教過的字及認讀較少音素的字),和英文認字信心等。除此以外,比較組間前、後測的成績,實施訓練之前實驗組在大部分的前測中並未顯示顯著優於對照組,但是後測成績卻顯示實驗組表現較對照組為佳。
以上結果顯示,語音解碼訓練的確有助於提昇台灣學童英文認字的能力以及其英文認字的信心。因此,本研究建議國小英文老師可針對部分英語認字能力不佳之學童,進行課餘的語音解碼訓練,如此不僅可加強其英語認字能力,亦可以增加其對英文認字的信心。
This study aims to promote English word recognition skills and confidence in Taiwanese EFL children with deficient phonological decoding ability. Participants in this study were 22 fifth graders from Taipei County: eleven subjects were assigned to the experimental group and the other eleven students were in the control group. The experimental group received phonological decoding training while the control group only reviewed what they have learned before. The experimental period lasted eight weeks, during which training class was given twice a week, each time for 15-20 minutes. All the participants were taught by the same English teacher in the regular class hours. Besides, during experimental period, the children did not learn English at private language institutes after regular class.
In the first four and half weeks of instruction, the experimental training included teaching 17 phoneme grapheme letters (a, b, c, d, e, f, g, h, i, l, m, p, r, s, t, u). The last three and half week training centered on instruction of segmentation and blending skills. Meanwhile, as for the control group, the children practiced 26 English alphabets, vocabularies and dialogues designed in 15 units.
The study results indicated that by comparing within-group performance on pre and posttests, experimental group improved significantly on most of the tests. They progressed on total word recognition test, uninstructed word recognition, recognizing words with less phonetic components (VC) as well as English word recognition confidence, etc. In addition, comparison of between-group performance on pre and posttests revealed that although experimental children did not surpass control children on most pretests, significant differences were indicated on the posttest comparison.
The findings of this study reflected effects of phonological decoding training on helping develop Taiwanese EFL children’s English word recognition and confidence. Therefore, EFL teachers are suggested administering additional phonological decoding training toward children with deficient phonological decoding ability in order to boost their English word recognition ability and English word recognition confidence.
CHAPTER 1 INTRODUCTION 1
1.1 Motivation 1
1.2 Statement of Problem 3
1.3 Purpose of the Study 4
1.4 Research Questions 5
1.5 Definitions of Terms 5
1.6 Significance of the Study 6
CHAPTER 2 LITERTURE REVIEW 8
2.1 Decoding Strategies and Skills in Reading 8
2.1.1 General and specific decoding strategies 8
2.1.2 Basic skills of word decoding skills 10
2.2 The Role of Decoding Ability in Reading Development 12
2.2.1 Decoding ability and word recognition 13
2.2.2 Decoding ability and reading development 14
2.2.3 Decoding ability and EFL learning 16
2.3 The Effect of Decoding Instruction 17
2.3.1 Instruction in early reading 17
2.3.2 Teaching the phonetic analysis aspects of decoding 19
2.3.3 Decoding training and promotion of interest in learning English 22
2.4 Summary 24
CHAPTER 3 METHOD 25
3.1 Subjects 25
3.2 Materials & Procedures 29
3.2.1 Pretest of English word recognition and English word recognition confidence measurement 29
3.2.2 Training program 32
3.2.3 Post test and students’ feedback toward the instruction 38
3.3 Data analysis 40
CHAPTER 4 RESULTS 42
4.1 EFL children’s development in word recognition skills 42
4.2 EFL children’s ability to apply the word recognition skills to untraining items of pseudo words and real words 45
4.3 EFL children’s ability to apply the skill from words with CVC to VC structures 57
4.4 EFL children’s self-confidence in recognizing English words 62
4.5 Children’s feedback toward the phonological decoding training 72
4.6 Summary of the results 73
CHAPTER 5 DISCUSSION AND CONCLUSION 76
5.1 Children’s development in word recognition skills 76
5.2 Apply of skills to untrained word items 78
5.3 Apply of training skills to read words with less complex phoneme components 80
5.4 Phonological decoding training and word recognition confidence 82
5.5 Conclusions 85
CHAPTER 6 PEDAGOGICAL IMPLICATIONS, LIMITATIONS AND SUGGESTIONS 86
6.1 Pedagogical implications 86
6.2 Limitation of the study and suggestions for further studies 88
References 91
Appendix A Early Reading Screening Instrument (ERSI) 104
Appendix B Students’ personal information survey 105
Appendix C A letter of consent 106
Appendix D Nonword and real word reading stimuli 107
Appendix E Questionnaire of students’ English word recognition confidence 108
Appendix F A lesson plan example 112
Appendix G Feedback questionnaire of phonological decoding instruction 113
Appendix H Lesson plans for the control group 117
Appendix I Posttest word list 120
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