臺灣博碩士論文加值系統

本研究的目的旨在探討台灣幼稚園大班生及低年級EFL孩童使用自創拼字拼寫英語字句, 並進而從事英語寫作的可行性, 以及EFL孩童的自創拼字是否會呈現階段性發展, 並探討其階段性發展之特點為何 。 此外, 創意寫作過程是否能讓孩童在自然情境中充分探索英語字音關係, 並進而促進音韻覺識能力的發展, 也是本研究的主要探討議題 。
本研究的研究對象包括了三位: 兩位幼稚園大班生(一男 、 一女)和一位一年級女生 。 在選定研究對象後接下來的十四個月中, 本研究採用了觀察 、訪談 、寫作資料收集, 以及依據Gentry所匯集之孩童拼字五階段發展分析表作為孩童自創拼字資料分析的主要根據等方式進行 。 在研究對象的初次寫作時即給予了聽寫項目作為前測, 以利收集當時孩童音韻覺識發展狀態的原始資料依據 。在二個月後的後測中再次收集了孩童音韻覺識發展變化情況的資料, 並挹注於主研究資料中作為資料分析的參考與依據 。
研究結果發現, 仰賴自創拼字(invented spelling)的方式拼寫字句是學齡前和低年級第二外語學習者可採用的有利工具 。 自創拼字的使用不僅能讓小朋友提前在尚不熟悉正確英語拼字前,根據個人粗淺的字音概念隨心所欲的探討字音關係 、 增強拼寫能力及熟悉書寫文字規則, 此外, 孩童也在充分的拼寫過程中進而促進了語音覺識, 特別是音韻覺識的發展 。
本研究的結果可提供第二外語教學者在面臨引導孩童寫作教學 、 提升孩童拼字能力 、 促進音韻覺識發展, 以及瞭解孩童音韻覺識發展過程方面做為參考 。

This longitudinal case study explored invented spellings and the phonemic awareness development of two EFL kindergarteners and a first grader in Taiwan for fourteen months as measured by their facilitated weekly writing. Some ways in which phonemic awareness is developed in EFL settings were also discovered. This study used in-field observations, interviews and young participants’ written products, which were collected and further analyzed by forwarding the five stages proposed by Gentry (1978), to examine phonemic awareness development in young EFL learners. Results indicated that: (a) relying on their knowledge of sound-letter correspondences, not only were all the young EFL participants able to write in English, but they also displayed invented spellings; (b) with invented spellings, participants’ written products were still readable and comprehensible; (c) through analyzing invented spellings, participants’ writing process and developmental characteristics were identified; and (d) benefiting from writing opportunities and practices, participants effectively facilitated their phonemic awareness. Based on these findings, pedagogical suggestions for EFL writing at the kindergarten and lower grade levels are provided.
This study suggests that even with preliminary alphabetical knowledge, EFL youngsters could explore English writing through invented spellings just as native English speaking children might do. Besides, this study supports that children’s writing can be used as a window into understanding children’s phonemic awareness development. Additionally, through encouraged writing opportunities using invented spelling, young EFL learners can develop phoneme and lexical knowledge as well as spelling skills and other basic writing mechanics.

CHAPTER 1 INTRODUCTION......................................1
BACKGROUND...................................................1
PURPOSE OF THE STUDY.........................................7
RESEARCH QUESTIONS...........................................7
SIGNIFICANCE OF THE STUDY....................................8
DEFINITION OF TERMS..........................................9
CHAPTER 2 LITERARURE REVIEW................................12
LITERACY DEVELOPMENT OF CHILDREN............................12
CHILDREN’S WRITING.........................................14
Every Child Can Write.......................................14
Spelling Development of Children............................16
Invented Spelling...........................................20
Stages of Invented Spelling.................................22
THE IMPORTANCE OF CHILDREN’S WRITING AND ITS INTERRELATION
WITH PHONEMIC AWARENESS AND READING.........................24
Significance of Invented Spelling and Encouraged Early Writing
............................................................24
Reciprocal Relationship of Writing, Reading, and Phonemic
Awareness...................................................27
STUDIES ON L2 WRITING.......................................29
CHAPTER 3 METHODOLOGY......................................34
Participants................................................34
Data Collection Techniques and Rationales...................42
Procedures..................................................43
Warm-up Games...............................................44
Writing Task................................................45
Data Analysis (coding)......................................48
Data Validity & Reliability.................................52
CHAPTER 4 RESULTS..........................................53
FEASIBILITY OF THE EFL YOUNGSTERS EARLY WRITING BY USING
INVENTED SPELLING...........................................53
DEVELOPMENTAL CHARACTERISTICS OF THE YOUNG PARTICIPANTS’
INVENTED SPELLINGS..........................................70
The Developmental Characteristics of Arthur’s Invented
Spellings...................................................70
The Developmental Characteristics of Kristina’s Invented
Spellings...................................................73
The Developmental Characteristics of Popo’s Invented Spellings
............................................................76
The Comparison of the Three Participants’ Invented Spellings
............................................................79
THE REFINEMENT AND THE STIMULATION OF THE PARTICIPANTS’
PHONEMIC AWARENESS..........................................83
The Refinement of Phonemic Awareness........................83
The Stimulation of Phonemic Awareness.......................95
CHAPTER 5 DISCUSSION AND CONCLUSION........................99
SUMMARY OF MAJOR FINDINGS...................................99
DISCUSSION AND CONCLUSIONS.................................100
EFL Children’s Feasibility and Capability of Writing Using
Invented Spellings.........................................100
Developmental Characteristics and Stages of Invented spellings
...........................................................102
The Refinement and Stimulation of Phonemic Awareness.......108
PEDAGOGICAL IMPLICATIONS...................................109
LIMITATIONS................................................111
SUGGESTIONS................................................111
REFERENCES.................................................112
APPENDIXES.................................................120
APPENDIX A
Classification of Data.....................................120
APPENDIX B
Format for Semi-structured Interview.......................121
APPENDIX C
Raw Data Collected From Kristina # 1......................123
APPENDIX D
Raw Data Collected From Kristina # 2......................124
APPENDIX E
Raw Data Collected From Kristina # 3......................125
APPENDIX F
Raw Data Collected From Kristina # 4......................126
APPENDIX G
Raw Data Collected From Kristina # 5......................127
APPENDIX H
Raw Data Collected From Arthur # 1........................128
APPENDIX I
Raw Data Collected From Arthur # 2........................129
APPENDIX J
Raw Data Collected From Arthur # 3........................130
APPENDIX K
Raw Data Collected From Arthur # 4........................131
APPENDIX L
Raw Data Collected From Arthur # 5........................132
APPENDIX M
Raw Data Collected From Popo # 1..........................133
APPENDIX N
Raw Data Collected From Popo # 2..........................134
APPENDIX O
Raw Data Collected From Popo # 3..........................135
APPENDIX P
Raw Data Collected From Popo # 4..........................136
APPENDIX Q
Raw Data Collected From Popo # 5..........................137
APPENDIX R
List of Books Used in Weekly Shared Reading................138

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