臺灣博碩士論文加值系統

字母拼讀教學是早期閱讀教學的要素之一。透過字母拼讀，學童可以學習閱讀及認字能力。本研究目的在於探討透過英語字母拼讀教學及英語歌曲和童謠如何能影響國小英語中低成就學童之口語閱讀能力，包括音素及音系的了悟和英語常見字的閱讀能力。音素包括了音節的分割、韻腳的識別、及音的混合。音系包括了子音-母音-子音(CVC)的字及二合字母與混合音。英語常見字乃是出現在文章中頻率很高的字。
本研究對象為台中市某國小三十位五年級學生。而這三十位學生都沒有參加校外的英語補習，所以他們的英語能力是屬於中低成就的。也就是說，根據他們之前的校內英語測驗，中成就者的分數是介於60之75分，而低成就者的分數是低於60分。
本研究進行為期16週，每週有兩節課，每節課40分鐘，共有32節課。本實驗採用量及質的混合研究法來分析資料。量的資料收集包括英語字母拼讀及英語常見字的前後測，並且採用T考驗去分析並比較是否有顯著性不同。研究結果顯示透過字母拼讀的教學及英語歌曲和童謠對於國小英語中低成就學童的口語閱讀能力是有助益的。T考驗的結果顯示出學生的音素及音系的了悟和英語常見字的閱讀能力有顯著的差異。此外，為了更多地了解學生對英語口語閱讀俱樂部(EORC)的看法，4的標準度問卷調查表的資料也在實施教學後收集。從問卷調查表中，學生的學習興趣及自我能力是適度的，並且他們給予英語口語閱讀俱樂部相當高的肯定。質的資料收集來自於十六週教學後對學生的訪談，以便了解學生對此教學活動之看法。從訪談中，大部分的學生也表示他們透過英語字母拼讀教學及英語歌曲和童謠中，他們的音素及音系的了悟和英語常見字的閱讀能力有顯著的進步。
最後，研究者除了歸納出研究結果及本研究的限制，也對教學者、行政決策者、出版商及英語為外語的學生提出建議，也提出對於未來研究之建議。

關鍵字詞：字母拼讀教學、音素了悟、音系了悟、英語為外語的中低學習成就者、英語常見字閱讀

Phonics instruction is an important component to early reading instruction (Blevins, 2006). Through phonics instruction, children are able to decode words and improve in word recognition. The purpose of this study was to investigate the effects of implementing phonics instruction with songs and chants and nursery rhymes on EFL middle and low achievers’ oral reading skills, which included phonemic and phonological awareness and progress, and sight words reading in an elementary school in Taiwan. Phonemic awareness included syllable segmentation, rhyme recognition, and oral blending. Phonological awareness included consonant-vowel-consonant (CVC) nonsense words and digraphs and blends. Sight words refer to the high-frequency words.
The participants in this study were thirty11-year-old fifth-grade students who did not attend any English cram schools after class from an elementary school in Taichung City. In other words, all of them were considered middle or low achievers in English academically. That is, based on their previous English examination at school, the middle achievers received the scores between 60 to 75 while the low achievers received the scores below 60.
There was a sixteen-week intervention of phonics instruction on the participants. Each week two 40-minute classes were given, with a total of 32 classes. The study utilized both quantitative and qualitative research methods for data collection and analysis. Quantitative data were collected through pretests and posttests of phonics and sight words assessment and analyzed using the t-test for comparing the test scores. Based on the t-test results, the participants’ phonemic awareness, phonological awareness, and sight words reading were found to have a significant difference between the pre- and posttests. Furthermore, in order to have a more in-depth understanding about the participants’ perceptions of their phonics learning in English Oral Reading Club (EORC hereafter), a four-point Likert scale survey questionnaire was administered after the implementation of their phonics learning. From the Questionnaire data, the participants had a moderate level of interest/enjoyment and perceived competence. Furthermore, they highly valued the usefulness of the EORC. Qualitative data were collected through semi-structured focus group interviews with the participants after the implementation. Interview results also showed that the phonics instruction with songs, chants, and nursery rhymes has improved the participants’ phonemic and phonological awareness as well as their sight words reading ability.
Finally, the researcher provided limitations of the study as well as the implications for the instructors, policy makers, publishers, and EFL students. Moreover, suggestions for future research were proposed.

Key Words: Phonics Instruction, Phonemic Awareness, Phonological Awareness,EFL Middle or Low
Achievers, Sight Words Reading

ACKNOWLEDGEMENT………………………………………………………....................... i

ENGLISH ABSTRACT………………………………………………………….....................ii

CHINESE ABSTRACT………………………………………………………….....................iv

TABLE OF CONTENTS…………………………………………………………....................vi

LIST OF TABLES………………………………………………………………….................. xi

LIST OF FIGURES………………………………………………………………..................xiii


CHAPTER ONE INTRODUCTION………………………………........................1
Background…………………………………………………………………......................1
Statement of the Problem…………………………………………………….............4
Purpose of the Study……………………………………………....................5
Research Questions………………………………………………………….................6
Delimitation…………………………………………………………………....................6
Significance of the Study……………………………………………………............6
Definition of Key Terms……………………………………………………..............7

CHAPTER TWO LITERATURE REVIEW……………………………………................11
Related Studies of Phonics Instruction……………………..........11
Characteristics of Phonics Instruction…............ .11
Research Outcomes and Effects of Phonics Instruction.12
Phonics instruction in EFL Environment…………………...........15
Phonemic Awareness in Learning………………....................18
Phonological Awareness in Learning…………………………………......21
Sight Words Recognition…………………………………………..…..........21
The Role of Music for Enhancing Phonics Instruction.....22
Songs and Chants……………………………………………………….............23
Jazz Chants……………………………………………………………................25
Nursery Rhymes…………………………….........................26
Summary…………………………………………………………………….......................27

CHAPTER THREE METHODOLOGY………………………………………...................29
Phonics Instruction…………………………………………………………...............29
Research Setting…………………………………………………………….................30
Participants…………………………………………………………………...................30
Teaching Material and Instructional Procedure……………………………31
Measure Instruments……………………………………………................... 33
Phonics Assessment………………..........................33
Oral Reading of Sight Words………………………………………….......36
Survey Questionnaire…………………………………………………...........36
Focus Group Interview…………………………………………………..........38
Instructional Intervention………………………………….................39
Phonics Instruction……………………………………………………...........41
Data Collection……………………………………………………………….................48
Data Analysis………………………………………………………………...................50

CHAPTER FOUR RESULTS……………………………………………………...................52
Descriptive Statistics for the Two Assessments…………......52
Phonics Assessment……………………………………….................53
Sight Words Assessment………………………………………………..........55
Paired-Samples T-test Analysis…………………………………...........56
Survey Questionnaire Results………………………………………………........58
Survey Questionnaire…………………………………………………...........58
Interest/Enjoyment…………………………......................59
Perceived Competence…………………………………………………...........59
Perceived Autonomy……………………………………….................59
Value/Usefulness of EORC…………………………………………….........59
Correlational Analysis………………………………………………………...........60
Participants’ Perceptions of the Phonics Instruction and EORC.63
Focus Group Interviews………………………………………………..........63
Affective Factors………………………………………….................65
Cognitive Factors………………………….......................66



CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS



The Effects of Phonics Instruction on Students’ Syllable Segmentation,
Rhyme Recognition, Oral Blending, CVC Nonsense Words, and Digraphs
and Blends……………………………………………………………………...................73
Supportive Activities for Phonemic Awareness…………..75
Songs, Chants, and Nursery Rhymes…………………………………....76
The Effects of Phonics Instruction on Students’ Sight Words
Recognition…………………………………………………………………..................78
The Participants’ Perceptions of the Phonics Instruction and English
Oral Reading Club (EORC)……………………………...................79
Survey Questionnaire…………………………………………………...........79
Interviews………………………………………………………………................81
Implications of the Study…………………………………………………….........83
English Teachers……………………………………………………….............84
Policymakers………………………………………………....................86
Publishers………………………………………………………………................86
EFL Students………………………………………………....................86
Limitations of the Study……………………………………………………..........87
Suggestions for Future Research……………………………………………......88
REFERENCES…………………………………………………………………….......................90

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