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研究生:張寶娟
研究生(外文):CHANG, PAO CHUAN
論文名稱:字母拼讀教學法對增進國中英語學習困難學生英文讀寫字學習成效之探討
論文名稱(外文):The Effects of Phonics Instruction on English Literacy of Junior High School Students with English Learning Difficulties
指導教授:洪儷瑜洪儷瑜引用關係
指導教授(外文):HUNG, LI YU
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:特殊教育學系在職進修碩士班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:232
中文關鍵詞:英語學習困難字母拼讀法英文讀寫字音素覺識認讀能力拼字能力
外文關鍵詞:English learning difficultiesphonics instructionEnglish literacyphonemic awarenessdecoding abilitiesspelling
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本研究旨在探討字母拼讀教學法的實施對增進國中英語學習困難學生讀寫字能力的成效。本研究之字母拼讀教學法係採直接教學方式教導英文字母或字族的形音對應關係及拼音和音素分割等音素覺識能力。研究對象取樣自台北縣某國中二年級智力正常但在「英文讀寫字測驗」表現顯著困難的學生共30名,隨機分配至實驗組與控制組,實驗組接受為期九週每週3-4次之字母拼讀教學,控制組未接受額外教學,藉此探討實驗教學之立即、保留與類化效果。在立即與保留效果方面採等組後測設計,於教學結束及一個月後實施自編之「字母拼讀教學評量」;類化效果則採等組前後測設計,於教學前後實施「英文讀寫字測驗」;另進行讀字錯誤類型、讀音素正確率等分析,作為成效之參考,以及探討英文讀字能力的成長與其中文識字與聲韻覺識能力的關係。

本研究的主要發現歸納如下:
1.字母拼讀教學對增進音素分割能力和讀字能力具有立即和保留效果,但在聽辨字中音素與聽單字填字母能力之效果不顯著。
2.字母拼讀教學對讀字能力的增進具有類化效果,實驗組在形音關係教過的單音節字表現類化效果,尤其在子音和短母音部分。聽寫能力僅在聽寫子音部分優於控制組。
3.實驗組較能應用形音關係讀字,但因學習尚未穩固而使發音錯誤比率大幅提高。
4.中文識字能力對受試在英文讀字能力的成長有顯著關係,但中文聲韻覺識能力則否。

根據上述結果,本研究對英語學習困難之補救教學、未來研究與國中學障鑑定提出相關建議。
The purpose of this study was to explore the effects of phonics instruction (PI in short) on English literacy of junior high school students with English learning difficulties. PI in this study was direct instruction of letter-sound correspondences, word families and phonemic awareness. Thirty eighth-grade students from Taipei County, who were with normal IQ but appeared sever difficulties by the English Literacy Test, participated in this study. They were randomly assigned into the experimental group and the control group. The experimental group received PI for 9 weeks 3-4 times per week, but the control group didn’t. The immediate and the short-term maintain effects were measured by Phonics Instruction Test within the posttest-only matched-group experimental design. The generalization effect was investigated through the pretest-posttest experimental design and it was measured by the English Literacy Test. Additionally, the analysis of the error types of word reading and the accuracy of phonemic reading were made to indicate the effect of PI. The relationships between Chinese word recognition or Chinese phonological awareness and the progress of English word reading from PI was also investigated.

The major findings of this study were concluded as follows:
1. PI appeared significant effects on improving the ability of phoneme segmentation and English word reading. However, the ability of phoneme discrimination and the dictation of word-initial consonants, word-middle vowels and word-final consonants were non-significantly improved.
2. PI showed generalization effect on reading monosyllabic English words whose grapheme-phoneme correspondences were taught, especially in consonants and short vowels. Furthermore, the students of experimental group also improved their consonant of English word dictation.
3. The experimental group used more the grapheme-phoneme correspondences to read words. However, they made more sound error due to their immaturity of the grapheme-phoneme correspondences.
4. The relationship of Chinese word recognition and the progress of English word reading from PI was found, none was found with Chinese phonological awareness.

According to the findings above, the suggestions for practical teaching, future studies, and the identification for junior high school students with learning disability were made.
目 次
目次.................. Ⅰ
附錄次.................Ⅳ
表次...................Ⅴ
圖次...................Ⅹ
第一章 緒論
第一節 研究動機與目的......1
第二節 研究假設...........7
第三節 名詞釋意...........11
第二章 文獻探討
第一節 外語習得困難的相關研究.............14
第二節 字母拼讀法的含義與相關理論基礎......24
第三節 字母拼讀教學的相關研究.............36
第三章 研究方法
第一節 研究對象.........................56
第二節 研究設計.........................57
第三節 研究工具.........................61
第四節 實驗教學.........................66
第五節 研究步驟.........................80
第六節 資料處理與分析....................82
第四章 研究結果
第一節 字母拼讀教學的立即效果.............85
第二節 字母拼讀教學的保留效果.............97
第三節 字母拼讀教學的類化效果.............115
第四節 由實驗組之英文讀字錯誤類型及不同音
素讀音正確率來探討教學成效..........127
第五節 字母拼讀教學對不同母語能力之英語學
習困難學生其英語認字能力增進情形.....137
第五章 結果討論
第一節 字母拼讀教學對國中英語學習困難學生
讀寫字學習成.......................142
第二節 字母拼讀教學對國中英語學習困難學生
之讀寫字類化學習成效................154
第三節 字母拼讀教學效益之探討..............162
第六章 結論與建議
第一節 結論..............................170
第二節 研究限制與建議.....................172
參考文獻
中文部分.................................180
英文部分.................................183
附錄.....................................194
參考文獻
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