臺灣博碩士論文加值系統

本研究旨在探討國內學童在兩種母音教學順序下，運用字詞學習法的拼字表現。英語拼字學習是培養英語讀寫能力的關鍵，但對於語言學習者而言，也是項艱難的任務，尤其是母音拼字。透過檢視幼童的自創拼字，Read 及其後的學者 (Beers, Beers, & Grant, 1977; Henderson & Templeton, 1986; Read, 1971) 揭開了英語拼字規律的本質。此外，根據拼字發展習得理論，字詞學習法 (word study) 被提倡做為新的拼字教學法 (Bear, Invernizzi, Templeton, & Johnston, 2008)。不同於傳統拼字教學法，字詞學習法讓學習者透過比較與對照字詞的拼法來發掘字詞的知識，而使學習者能漸漸精通英語拼字。
對於英語為母語者而言，孩童大多是先學習短母音再學習長母音的拼字；對於英語為外國語言的國內學生，母音教學順序大致上分為兩種。一種是與英語為母語學習者相同的教學順序，稱之為短母音先於長母音的教法 (Lin,2002)；另一種是長短母音同時教授以凸顯母音音質與拼字的差異 (Jian & Hsu, 2006)。而截至目前為止，國內尚無實證研究比較英語學習者在不同母音教學順序下的拼字表現。
本研究使用類實驗非隨機採樣前後測研究設計。三個班級共八十五名五年級學童參與本研究，各班隨機分配到短母音比長母音先教的實驗組、長短母音同時教的實驗組、以及不接受教學的控制組。兩組實驗組接受為期八週的英語長短母音拼字教學。單因子變異數分析結果顯示接受母音先教的實驗組表現明顯優於控制組，然而兩組實驗組之間並無顯著差異，顯示字詞學習法對於提升學童拼字能力是有幫助的。另外，接受長短母音同時教的實驗組，在字尾字母 e 不發音 (CVCe音節類型) 的長母音拼字表現中最為優異，顯示出長短母音同時教的效果。而在學童的自創拼字上，本研究發現台灣國小學童使用字母名稱的線索來拼字，並產生母音音質混淆的情形。此種現象與國內外諸多研究結果相似 (Abbott, 2001; Beers et al., 1977; He & Wang, 2009;Hu, 2003; Read, 1971)。
根據實證研究的結果，本研究建議國小英語老師可以使用字詞教學法來提升國內國小學童的拼字能力。對於未來的研究，則建議進行更長期的母音教學順序研究，以期能更清楚的了解學童習得英語母音拼字的最佳教學順序。

Mastering English spelling is regarded central to literacy (Henderson & Templeton, 1986) but is also viewed as a difficult task for language learners, especially vowel spelling. Nevertheless, Read (1971) and subsequent scholars (Beers, Beers, & Grant, 1977; Henderson & Templeton, 1986) uncovered the nature of English spelling by scrutinizing the invented spelling of young children and found that English spelling is of regularity. In addition, based on the theory of developmental spelling acquisition, Bear, Invernizzi, Templeton, and Johnston (2008) proposed word study approach to promote spelling instruction and practice.
Different from traditional phonics instruction, word study approach assists the learners to discover word knowledge through comparing and contrasting patterns of spellings and
eventually they are able to acquire the spelling of English.
For English native speakers, children are typically instructed with short vowels prior to long vowels as they acquire the concept of vowel spelling; for Chinese EFL learners, however, two types of vowel teaching sequences are suggested. One suggests that identical sequence for English native speakers be adopted for EFL learners (Lin, 2002), while the other suggests that short vowels and long vowels be taught simultaneously to reveal the distinctions of sound quality and spelling pattern of vowels (Jian & Hsu, 2006). Since no empirical evidence regarding the comparison of different vowel sequence instruction was conducted so far, the present study aimed to explore the spelling performance of Chinese EFL young learners under the two types of vowel sequence instruction with word study approach.
A quasi-experimental design was employed using a nonrandomized control-group pretest-posttest design. Three classes consisting of 85 fifth graders participated in the study for eight weeks. The classes were randomly assigned to three groups: the experimental group receiving short vowel spelling patterns taught before long vowel spelling patterns, the experimental group receiving short vowel spellings and long vowel spellings taught simultaneously, and the control group receiving no instruction.
Results of one-way ANOVA showed that students being taught short vowel spellings prior to long vowel spellings had significantly better performance than those receiving no
instruction. However, no significant differences were found between the two experimental groups, which indicated that word study approach was effective in enhancing the learners’spelling ability. In addition, examining the spelling patterns of the students, it was found that the group receiving short vowel with long vowel spelling performed significantly better on silent e long vowel pattern (CVCe syllable structure), indicating the efficacy of this vowel teaching sequence. Regarding the invented spelling of the subjects, it was found that the students tended to employ the letter-name strategy and were confused with the sound quality of similar vowel sounds, paralleling the studies conducted in L1 and Chinese EFL context
(Abbott, 2001; Beers et al., 1977; He & Wang, 2009; Hu, 2003; Read, 1971).
Based on the findings, it is suggested that elementary school English teachers employ word study instruction to facilitate the spelling acquisition of Chinese EFL young learners. For future studies, vowel teaching sequences with extensive instruction should be further investigated for Chinese EFL elementary school students.

TABLE OF CONTENTS
Chinese Abstract i
English Abstract ii
Acknowledgement iv
Table of Contents v
List of Tables viii

CHAPTER ONE: INTRODUCTION 1
1.1 Background of the Study 1
1.2 Research Motivations and Rationale 2
1.3 Research Questions 3
1.4 Significance of the Study 4
1.5 Definitions of Terms 5
1.6 Organization of the Study 7

CHAPTER TWO: LITERATURE REVIEW 8
2.1 Acquisition of English Spelling 8
2.1.1 Nature of English spelling 9
2.1.2 Invented spelling 10
2.1.3 Developmental stage models 12
2.1.4 Word study approach 15
2.2 Acquisition of English Vowel Spelling 18
2.2.1 Difficulty in learning English vowel spellings 18 2.2.2 English vowel spelling patterns in different syllable structures 19
2.2.3 Different teaching sequences of English vowel spellings 22
2.3 Acquisition of English Vowel Spelling by Chinese EFL Learners 22
2.3.1 Difficulty in learning English vowels 22
2.3.2 English spelling instruction for Chinese EFL young learners 24

CHAPTER THREE: METHOD 27 3.1 Participants 27 3.2 Instruments 28
3.2.1 English reading proficiency test 28
3.2.2 Primary Spelling Inventory (PSI) 29
3.2.3 Vowel Checklist (VC) 30
3.2.4 Scoring 32
3.3 Procedures 33 3.3.1 Teaching sequence 35
3.3.2 Teaching process 37
3.4 Pretest Results 38

CHAPTER FOUR: RESULTS AND DISCUSSION 40
4.1 Comparisons of the Spelling Performance among Three Groups 40
4.2 Comparisons of the Spelling Performance before and after Word Study
Instruction 45
4.3 Qualitative Analysis on Spelling Performance of Chinese EFL Young Learners 48
4.3.1 Analysis of short vowel CVC spelling pattern 50 4.3.2 Analysis of long vowel CVCe spelling pattern 54 4.3.3 Analysis of long vowel CV(V) spelling pattern 57 4.3.4 Analysis of long vowel CVVC and VCC spelling pattern 60

CHAPTER FIVE: CONCLUSIONS AND PEDAGOGICAL IMPLICATIONS 66 5.1 Summary of the Major Findings 66
5.2 Pedagogical Implications 68
5.3 Suggestions for Future Studies 70

REFERENCES 71

Appendix A: Adapted Sentential Context for PSI 76 Appendix B: Sentential Context for VC 77
Appendix C: PSI Test Sheet 78
Appendix D: VC Test Sheet 79
Appendix E: Sample of Picture-word Card Sheet 80
Appendix F: Sample of Word Sort Worksheet for S > L 81 Appendix G: Sample of Word Sort Worksheet for S + L 82 Appendix H: Descriptive Statistics and Summary of ANOVA for Pretest Results 83
Appendix I: Descriptive Statistics and Summary of ANOVA for Long Vowel CV(V), CVVC, and VCC Spelling Patterns 85
Appendix J: Invented Spellings of Short Vowel CVC Pattern for the Two Experimental Groups 87
Appendix K: Invented Spellings of Long Vowel CVCe Pattern for the Two Experimental Groups 91
Appendix L: Invented Spellings of Long Vowel CV(V) Pattern for the Two ExperimentalGroups 95
Appendix M: Invented Spellings of Long Vowel CVVC Pattern for the Two Experimental Groups 100
Appendix N: Invented Spellings of Long Vowel VCC Pattern for the Two Experimental Groups 105

LIST OF TABLES
Table 3.1 Test Items in VC 31
Table 3.2 Scoring System for Vowel Checklist 33
Table 3.3 Vowel Teaching Sequence for the Two Experimental Groups 36
Table 4.1 Mean Group Scores and Standard Deviations on VC Posttest Results 40
Table 4.2 Summary of ANOVA on VC Posttest Results 41 Table 4.3 Mean Group Scores and Standard Deviations on Short Vowels in VC Posttest
Results 41
Table 4.4 Summary of ANOVA on Short Vowels in VC Posttest Results 42
Table 4.5 Mean Group Scores and Standard Deviations on Long Vowels in VC Posttest
Results 42
Table 4.6 Summary of ANOVA on Long Vowels in VC Posttest Results 42
Table 4.7 Mean Group Scores and Standard Deviations on CVCe Pattern in VC Posttest
Results 43
Table 4.8 Summary of ANOVA on CVCe Pattern in VC Posttest Results 43
Table 4.9 Paired T-test Results on the Comparison of the Pretest and the Posttest Scores for
S > L 45
Table 4.10 Paired T-test Results on the Comparison of the Pretest and the Posttest Scores for
S + L 46
Table 4.11 Number (Percentage) of the Participants from Three Groups in Each Range of
Spelling Accuracy on the Pretest and the Posttest 48 Table 4.12 Invented Spellings of bat for S > L and S + L 50
Table 4.13 Invented Spellings of chess for S > L and S + L 51
Table 4.14 Invented Spellings of sick for S > L and S + L 51
Table 4.15 Invented Spellings of mop for S > L and S + L 52
Table 4.16 Invented Spellings of rub for S > L and S + L 52
Table 4.17 Invented Spellings of chase for S > L and S + L 54
Table 4.18 Invented Spellings of wide for S > L and S + L 55
Table 4.19 Invented Spellings of joke for S > L and S + L 55 Table 4.20 Invented Spellings of rude for S > L and S + L 56
Table 4.21 Invented Spellings of lay for S > L and S + L 57
Table 4.22 Invented Spellings of me for S > L and S + L 58
Table 4.23 Invented Spellings of fry for S > L and S + L 58
Table 4.24 Invented Spellings of row for S > L and S + L 59
Table 4.25 Invented Spellings of new for S > L and S + L 60
Table 4.26 Invented Spellings of gain for S > L and S + L 61
Table 4.27 Invented Spellings of seek for S > L and S + L 62 Table 4.28 Invented Spellings of peach for S > L and S + L 62
Table 4.29 Invented Spellings of soap for S > L and S + L 63
Table 4.30 Invented Spellings of tool for S > L and S + L 63
Table 4.31 Invented Spellings of fight for S > L and S + L 65

LIST OF TABLES
Table 3.1 Test Items in VC 31
Table 3.2 Scoring System for Vowel Checklist 33
Table 3.3 Vowel Teaching Sequence for the Two Experimental Groups 36
Table 4.1 Mean Group Scores and Standard Deviations on VC Posttest Results 40
Table 4.2 Summary of ANOVA on VC Posttest Results 41
Table 4.3 Mean Group Scores and Standard Deviations on Short Vowels in VC Posttest Results 41
Table 4.4 Summary of ANOVA on Short Vowels in VC Posttest Results 42
Table 4.5 Mean Group Scores and Standard Deviations on Long Vowels in VC Posttest Results 42
Table 4.6 Summary of ANOVA on Long Vowels in VC Posttest Results 42
Table 4.7 Mean Group Scores and Standard Deviations on CVCe Pattern in VC Posttest
Results 43
Table 4.8 Summary of ANOVA on CVCe Pattern in VC Posttest Results 43
Table 4.9 Paired T-test Results on the Comparison of the Pretest and the Posttest Scores for S > L 45
Table 4.10 Paired T-test Results on the Comparison of the Pretest and the Posttest Scores for S + L 46
Table 4.11 Number (Percentage) of the Participants from Three Groups in Each Range of Spelling Accuracy on the Pretest and the Posttest 48
Table 4.12 Invented Spellings of bat for S > L and S + L 50
Table 4.13 Invented Spellings of chess for S > L and S + L 51
Table 4.14 Invented Spellings of sick for S > L and S + L 51
Table 4.15 Invented Spellings of mop for S > L and S + L 52
Table 4.16 Invented Spellings of rub for S > L and S + L 52
Table 4.17 Invented Spellings of chase for S > L and S + L 54
Table 4.18 Invented Spellings of wide for S > L and S + L 55
Table 4.19 Invented Spellings of joke for S > L and S + L 55
Table 4.20 Invented Spellings of rude for S > L and S + L 56
Table 4.21 Invented Spellings of lay for S > L and S + L 57
Table 4.22 Invented Spellings of me for S > L and S + L 58
Table 4.23 Invented Spellings of fry for S > L and S + L 58
Table 4.24 Invented Spellings of row for S > L and S + L 59
Table 4.25 Invented Spellings of new for S > L and S + L 60
Table 4.26 Invented Spellings of gain for S > L and S + L 61
Table 4.27 Invented Spellings of seek for S > L and S + L 62
Table 4.28 Invented Spellings of peach for S > L and S + L 62
Table 4.29 Invented Spellings of soap for S > L and S + L 63
Table 4.30 Invented Spellings of tool for S > L and S + L 63
Table 4.31 Invented Spellings of fight for S > L and S + L 65

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