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研究生:楊荁雅
研究生(外文):Hsuan-Ya Yang
論文名稱:後設認知策略教學對提升五年級學生拼寫英文單字的自我監控及學習成效之研究
論文名稱(外文):Effects of Metacognitive Strategy Instruction on 5th Grade Students’ Self-Monitoring and Learning Performance of English Spelling
指導教授:陳湄涵陳湄涵引用關係
指導教授(外文):Mae-Han Chen
口試委員:劉宇挺簡雅臻
口試日期:2014-07-28
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:107
中文關鍵詞:後設認知後設認知策略教學音節長短拼字能力
外文關鍵詞:Metacognitionmetacognitive strategy instructionlength of syllablespelling ability
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摘 要
  本研究旨探討在字母拼讀法中加入MSI教學法對國小五年級學童在英語聽寫拼字的自我監控之影響,並探討音節長短對國小五年級學童在英語聽寫拼字表現的影響。研究對象為臺北市某國小五年級38名學童,其中19名為實驗組,採用字母拼讀法搭配MSI教學法;另外19名為對照組,使用傳統字母拼讀法。實驗教學每週一次,每次40分鐘,為期八週。
  本實驗教學使用質性與量化並重的方法進行研究,兩組均接受英語聽寫拼字前、後測及後設認知策略及記憶方法問卷前、後測,並以開放式問卷為輔,請學生發表對課程的意見。在實驗教學前兩組的英語聽寫拼字能力是相等的。本研究結果如下:
一、MSI教學有助於增強學生音節覺識概念並提昇以此概念來進行聽寫拼字的使用率。
二、無論是字母拼讀法或字母拼讀法搭配MSI教學,均有助於提昇學生的英語聽寫拼字表現,但兩者間並無顯著差異。
三、單字音節長短會影響學生的聽寫拼字表現,而字母拼讀法搭配MSI教學能有效提昇學生在單音節單字上的拼字表現。
四、MSI教學對於增強學生在聽寫拼字的後設認知策略及監控之影響效益並不明顯。
五、大部份學生對於字母拼讀法皆抱持著正向態度,也願意嘗試以字母拼讀、音節分段的拼字策略來達成聽寫拼字的目標。

Abstract
The study aimed to investigate the effect of phonics instruction plus metacognitive strategy instruction on fifth graders’ self-monitoring in spelling-dictation. Thus, the study also investigates the effect of the length of word syllable on fifth graders’ spelling-dictation performance. The participants included 38 fifth-grade students in an elementary school in Taipei City. The 19 students in the experimental group received phonics instruction plus metacognitive strategy instruction; while the other 19 students in the control group received only phonics instruction. The experiment lasted for 8 weeks, with one period per week and 40 minutes in one period.
The study adopted qualitative and quantitative research method. Both of the group took pretest and posttest for spelling-dictation and metacognitive strategy and spelling method questionnaire. Students also received an opening questionnaire and were asked to give their opinion about the curriculum. Both groups exhibited similar initial level of spelling-dictation ability before the intervention. The major findings were as follows:
1. MSI instruction helped student to enforce the concept of syllable-awareness, and encouraged students to use syllable-awareness when dealing with spelling-dictation.
2. Both phonics instruction and phonics instruction plus MSI instruction improved students’ English spelling-dictation performance; however, there was no significant differences between two groups.
3. The length of syllables effected students’ spelling-dictation performance, and phonics instruction plus MSI instruction improved students’ spelling performance in mono-syllable words.
4. The effect of teaching MSI instruction to enforcing student’s metacognitive strategies and self-monitoring on spelling-dictation performance was not significant.
5. Most of students had positive attitude on phonics instruction, and considered to use phonics and syllables as spelling strategies to reach the goal of spelling-dictation.

目 錄
第一章 緒論……………………………………………………… 1
  第一節 研究緣起與動機…………………………………… 1
  第二節 研究目的…………………………………………… 4
  第三節 待答問題…………………………………………… 5
  第四節 名詞釋義…………………………………………… 5
  第五節 研究重要性………………………………………… 6
第二章 文獻探討………………………………………………… 7
  第一節 英文拼字相關理論………………………………… 7
  第二節 後設認知策略相關理論…………………………… 14
第三章 研究方法………………………………………………… 25
  第一節 研究架構…………………………………………… 25
  第二節 研究對象…………………………………………… 28
  第三節 研究工具…………………………………………… 28
  第四節 實驗步驟…………………………………………… 31
  第五節 資料處理方法……………………………………… 37
第四章 研究結果與討論………………………………………… 39
  第一節 英語拼字表現及MSQ問卷前測結果…………… 39
  第二節 輔助聽寫拼字的記憶方法………………………… 41
  第三節 組間英語聽寫拼字表現的比較…………………… 47
  第四節 音節長短對英語聽寫拼字表現的分析及比
      較…………………………………………………… 52
  第五節 MSI教學法對增強聽寫拼字的後設認知策
      略及監控之成效…………………………………… 54
  第六節 開放性問卷之資料佐證與分析…………………… 56
第五章 結論與建議……………………………………………… 65
  第一節 研究結論…………………………………………… 65
  第二節 研究限制…………………………………………… 68
  第三節 研究建議…………………………………………… 69
參考文獻…………………………………………………………… 73
  一、中文部分………………………………………………… 73
  二、英文部分………………………………………………… 75
附錄………………………………………………………………… 83
  附錄一 英語選字測驗字彙………………………………… 83
  附錄二 英語聽寫拼字測驗………………………………… 84
  附錄三 後設認知策略與拼字方法問卷(預試)………… 85
  附錄四 後設認知策略與拼字方法問卷(正式)…………… 87
  附錄五 字母拼讀法及MSI教學法教案…………………… 89
  附錄六 聽寫拼字大檢測學習單…………………………… 103
  附錄七 動動你的大腦-單音節單字學習單……………… 104
  附錄八 動動你的大腦-雙音節單字學習單……………… 105
  附錄九 動動你的大腦-三音節單字學習單……………… 106
  附錄十 課程反思學習單…………………………………… 107

表 目 錄
表3-1-1 研究進度時間表………………………………………… 26
表3-3-1 本研究使用的研究工具………………………………… 28
表3-4-1 MSI教學法課程計畫…………………………………… 33
表4-1-1 英語聽寫拼字前測比較………………………………… 39
表4-1-2 後設認知拼字策略與監控問卷前測…………………… 40
表4-2-1 實驗組記憶方法的選擇之前、後測比較……………… 42
表4-2-2 對照組記憶方法的選擇之前、後測比較……………… 44
表4-2-3 組間後測比較…………………………………………… 45
表4-3-1 組間聽寫拼字後測表現………………………………… 48
表4-3-2 組內迴歸係數同質性檢定……………………………… 48
表4-3-3 ANCOVA共變數分析量表……………………………… 49
表4-3-4 實驗組聽寫拼字前測與後測差異比較………………… 50
表4-3-5 對照組聽寫拼字前測與後測差異比較………………… 50
表4-4-1 實驗組在不同音節長度的答對比率…………………… 52
表4-4-2 對照組在不同音節長度的答對比率…………………… 52
表4-5-1 組內迴歸係數同質性檢定……………………………… 54
表4-5-2 ANCOVA共變數分析量表……………………………… 55
表4-6-1實驗組學生的學習……………………………………… 56
表4-6-2對照組學生的學習……………………………………… 57
表4-6-3實驗組學生拼字方法的改變…………………………… 58
表4-6-4對照組學生拼字方法的改變…………………………… 59
表4-6-5實驗組學生對字母拼讀法搭配MSI教學法的看法…………………………………………………………………… 60
表4-6-6對照組學生對字母拼讀法的看法……………………… 60
表4-6-7實驗組學生對繼續使用字母拼讀及後設認知策略的看法…………………………………………………………………… 61
表4-6-8對照組學生對繼續使用字母拼讀法的看法…………… 62

圖 目 錄
圖2-1-1 後設認知形成過程……………………………………… 15
圖2-2-1 Borkowski(1989)的後設認知模式…………………… 17
圖2-2-2 自我調節循環歷程……………………………………… 18
圖3-1-1 實驗教學架構圖………………………………………… 25
圖3-1-2 研究架構圖……………………………………………… 27

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