臺灣博碩士論文加值系統

自從九年一貫實施以來，國中小英語的銜接漸漸受到重視。自九十學年度起，英語課程正式於國小開始；國中的英語老師面對至少學過兩年以上的國一新生，剛開始會有極高的期待。然而多數國中英文老師並不了解國小英語教學的目標與重點，因此面對讀寫能力與聽說能力不成正比的學生時，不免質疑國小英語的教學效果。要讓學生的英語學習有成效，學者專家建議國中小的英語課程有必要做好銜接。鑑於文獻顯示資訊科技運用在語言學習上可以收到事半工倍之效，且國內又缺乏資訊融入國中小英語銜接課程之研究。我們有必要針對這個主題進行課室研究。
本研究在暑期五週的英語銜接課程中，藉由一個架構良好、使用方便的自然發音網站，探究學生的學習成效。這個課程一星期五天，每天四十五分鐘，上課在多媒體教室進行。參與研究的學生為嘉義縣某國中73位國一新生。上課時運用科技設備與網站上有聲音的故事與多媒體動畫教學，提升學習的動機，並增加學生學習英語的時間與空間。藉由老師的引導與示範，下課後學生在家上網站練習，並錄製網站上的英語故事寄電子郵件給老師。
資料的搜集除了前、後測與問卷調查之外，也評量學生的錄音作業與進行紙筆測驗與訪談。暑期輔導後學生的後測成績明顯優於前測成績；86%的學生可以流利唸出故事；針對使用自然發音網站與資訊融入學習英語所做的問卷調查結果也顯示出學生喜愛以網路學習英語並認為對英語的學習很有幫助。

Since the implementation of the Grade 1-9 Curriculum in 2001, English education is obligatory in every elementary school. Classroom practices at this level tend to focus on speaking and listening so that students are often found having problems in literacy learning when they move up to the junior high level. The gap of students’ competence between the two levels is drawing the attention of practitioners concerned. A preparation program has been recommended to bridge the gap and facilitate students’ learning at the start of a new educational level.
This study intended to investigate a preparation program for students who were on the threshold of studying English in junior high school. The program lasted five weeks during the summer break and it integrated technology into classroom learning and utilized the content of a phonics website as the learning material. The classes met five days a week, forty-five minutes a day, and were conducted in an English multimedia classroom. In this study, students were asked to practice the phonics exercises of the website and record assigned songs and decodable books. The participants were seventy-three students who just entered a junior high school in Chia-yi County. The data was collected from pre-and-post tests, questionnaires, class progress tests, students’ recordings and interviews.
Results of the study revealed: (1) Students performed better on the post-test. (2) 82% of the students could red out loud the assigned decodable books. They performed best on the alphabetic songs, consonants and the stories with short vowels, while the most challenging were the stories with r-blend and long vowel words. (3) Most of them liked to learn through the Internet and computers and had a positive attitude towards learning with the phonics website, and furthermore they felt confident and noted their progress after practicing on the web regularly.

TABLE OF CONTENTS
PAGE
ACKNOWLEDGEMENTS…………………………………………………………....i
CHINESE ABSTRACT………………………………………………………….........ii
ABSTRACT…………………………………………………………………………..iii
CHAPTER ONE INTRODUCTION…………..…………………………………1
Background of the Study………………………………………………………...1
Motivation of the Study…………………………………………………………4
Purpose of the Study……………………………………………………………7
Significance of the Study………………………………………………………8
Definition of Terms...……………………………………………………………8
CHAPTER TWO LITERATURE REVIEW……………………………………12
The Background of the Preparation Program…..………………………………12
Grade 1-9 Curriculum and English Education in Taiwan……………..13
Research about Preparation Program in Taiwan……………………...16
English Competence Assessment ……………………………………...19
Phonics……………………………………………………………………..…22
Definitions of Phonics………….………………………………………...23
Phonics Instruction……………….………………………………………24
Timing for Phonics Instruction……………………...……………………27
Phonological and Phonemic Awareness………………….………………29
Decoding……………………………………………….………………30
Phonics for EFL Learners in Taiwan………….………….………………32
Phonics Instruction in the EFL Elementary Schools……………………..33
Phonics Instruction in the EFL Junior High Schools…………………….34
Recording (Running Record)…………………………………...………..38
Computer Technology and English Learning…………………………………40
Phonics Instruction and technology...……………………………………41
Phonics and Computer-assisted Learning in Taiwan…..…………………43
CHAPTER THREE METHODOLOGY ……………………………………...46
Participants……………………………………………………………………46
Research Design………………………………………………………………48
Before the Program………………………………………………………48
During the Program………………………………………………………49
After the Program……...…………………………………………………49
Teaching Materials………….……………………………………………49
Classroom Setting..………………………………………………………52
Instruction Design..………………………………………………………53
Grouping the Participants...………………………………………………58
Data Collection……………………………………………………………….60
Procedures………………………………………………………………60
Instruments……………………………………………………………….62
Data Analysis……………….…………………………………………………68
CHAPTER FOUR RESULTS AND DISCUSSIONS……………………………69
Comparison of the Pre-and Post-Tests.. ……………………….………………69
Students’ Recordings………………..... ……………………….………………73
Questionnaire I…..……………………………………………………………..77
Questionnaire II………………………………………………………………...78
Students' Interviews……………………….……………………………………82
Interview with High Achievers…………………………………………83
Interview with Low Achievers…………………………………………88
Discussions…………………………………………………………………….92
CHAPTER FIVE CONCLUSION, IMPLICATIONS, AND SUGGESTIONS..101
Conclusions…………………………………………..……………………..102
Pedagogical Implications……………………………………………………103
Limitations…………………………………………………………………105
Suggestions…………………………………………………………………107
References………………………………………………..………...………………108
Appendix…………………………………………………………………………...116
1. Pre-test…………………………………………………………………………..116
2. Post-test……………..…………………………….…………………………121
3. Questionnaire I (English)………………………………………………………..127
4. Questionnaire I (Mandarin)……………………………………………………..128
5. Questionnaire II (English)…………………………………………………….129
6. Questionnaire II (Mandarin)...……………………………………………...…..130
7. Interview Questions……………………………………………………………..131
8. Listen-and-spell tests……..………………………………………………….132
9. Letters from the Starfall host……………………………………………...…..133
10. The 13 Alphabet Songs……………………………………………………...…..134
11. Individual Participant’s Scores on the Pre-and-Post Test……………………….136
12. Competence Indicators of Elementary English Learning…………...…………..137





































LIST OF TABLES

Table 2.1 The Contents of the English Assessment of Six Graders ……………….20
Table 3.1 The Content of the Teaching Materials…………………………….……50
Table 3.2 Procedures of an English Class…………………………………..…….54
Table 3.3 Procedures of the Preparation Program….………………………………55
Table 3.4 The Interactive On-line Phonics Games…………………………..…...56
Table 3.5 Students’ Technology Training…………………. ………………………58
Table 3.6 Procedures of Data Collection………………. ……..…………………62
Table 3.7 Formats of the Four Tests…..……………………………………………63
Table 3.8 The Items of Pre-and-Post Tests…………………………………………64
Table3.9 Listen and Spell tests………………….…………………….…………65
Table3.10 The Recording Tasks….………………………………………………..66
Table 4.1 Paired t-test Results of Pre-and-post Test…………………………..……70
Table 4.2 Comparison of Correct Rate in Pre-and-Post Tests………………..……70
Table 4.3 Results of the Alphabet and Consonants in the Interim Test……..……72
Table 4.4 Results of the Listen and Spell tests……………………………..……72
Table 4.5 Evaluation of the Recording Assignment…………………………..……75
Table 4.6 Two Teachers’ Evaluations of Ten Students’ Recordings…………..……76
Table 4.7 Students’ Learning Background Information…………..…………..……77
Table 4.8 Students’ Perceptions of Learning through the Program…….……..……78
Table 4.9 Students’ Likes about the Program……………………..…………..……79
Table 4.10 Students’ Perceptions of the Phonics Website and Technology..…..……80
Table 4.11 Students’ Perceptions of the Recording Assignments…………..…..……81

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