臺灣博碩士論文加值系統

中文摘要
先前研究指出，專為字母拼讀規則設計之英詩，對增進學習者的音素覺識和字彙解碼能力有益(Goswami, 2000; Phillips, Clancy-Menchettti, & Lonigan, 2008; Snow, Burns, & Griffin, 1998)。然而先前以英語為母語音韻覺識的研究，大都僅著重於單字解碼，此種解碼教學訓練對學習者來說是不夠的。因此，Yopp和Yopp（2009）主張，字母讀音訓練應與文本相結合，使學習者可以學會預測和操弄聲音。以英語為母語的音韻覺識的研究，並未進行實證研究比較學習者透過單字解碼和文本字彙解碼學習字母拼讀的成效。此外，以往的研究只研究單字音素覺識訓練的有效性，並未進一步了解學習者對接受單字音素覺識訓練後的學習態度。因此，透過有系統訓練，本研究旨在比較兩組台灣國中八年級學生在單字解碼或字母拼讀規則設計之英詩解碼教材，對複合子音與複合母音解碼的效用，以及了解其對這兩種相對應教材的態度。
本研究對象為來自新北市同一所公立國中二個班級之八年級學生。一班學生接受有系統複習字母讀音單字解碼教學，但使用其原有課本教材；一班則是接受有系統複習字母讀音，但使用專為字母拼讀規則設計之英詩文本。二班分別接受為期六週，每週授課二次，共計30分鐘之實驗教學。研究工具包含自編字彙解碼測驗(含視覺字彙和假字)，以及自編問卷調查。結果顯示，兩班對於接受有系統複習字母讀音單字解碼，但使用其原有課本教材；或有系統複習字母讀音，但使用專為字母拼讀規則設計之英詩文本解碼，在教學前和教學後有顯著差異。整體而言，本研究中兩個班級所使用的解碼教材，對學習者的複合子音和複合母音解碼能力皆有顯著效益。在自編字彙解碼測驗(含視覺字彙和假字)中，有系統複習字母讀音，並使用專為字母拼讀規則設計之英詩文本組，平均進步分數稍微高於有系統複習字母讀音單字解碼，但使用課本教材組。這意味著有系統複習字母讀音，並使用專為字母拼讀規則設計之英詩文本的組別在接受6週教學後有較大的進步。此外，關於學習者對各自所使用教材的問卷調查，結果也顯示，學習者在問卷項目16，17，18，19，21和22有顯著差異。項目20接近有顯著差異。項目16到21探討學習者透過兩種教材，有系統複習字母讀音單字解碼、或有系統複習字母讀音但使用專為字母拼讀規則設計之英詩文本解碼，在複合子音以及複合母音的效用。兩組的學習者喜歡有系統複習字母拼讀規則，像-sh，-ch，-ee，-ea，-oo，-ou，整合在單字或文本中。最重要的是，項目22還表示，兩組學習者都滿意本研究各自所使用的教材。個人的訪談結果顯示學生喜歡一次僅學習一種字母讀音規則，而不喜歡一次同時學習很多字母讀音規則。學習者對有系統複習字母讀音規則，並使用專為字母拼讀規則設計之英詩文本解碼，比有系統複習字母讀音單字解碼有更積極的態度，因為他們覺得讀此類英詩有樂趣。因此，教師們和出版商們可以考慮發展專為字母拼讀規則設計之英詩文本來設計教學。研究者另外建議未來的研究，能使用整合其它複合子音和複合母音以外之字母讀音規則英詩文本並延長教學時間，以提升教學成效。
關鍵字：專為字母拼讀規則設計之英詩、字彙解碼、複合子音、複合母音

ABSTRACT
Phonics poetry is helpful for increasing phonemic awareness development and word decoding ability (Goswami, 2000; Phillips, Clancy-Menchettti, & Lonigan, 2008; Snow, Burns, & Griffin, 1998). However, a number of previous L1 studies only have examined the effectiveness of phonemic awareness training at the word level and found that it was insufficient enough for assisting learners in becoming proficient readers. Hence, Yopp and Yopp (2009) advocated that phonics patterns should be contextually integrated for learners to predict and manipulate sounds. To date, no empirical studies in L1 have been conducted to explore the effectiveness of phonics patterns integrated with the word and context levels on young learners’ word decoding ability. Moreover, previous studies have examined the effectiveness of phonemic awareness training only at word level and did not explore the attitudes of young learners toward the phonemic awareness training. Therefore, through a systematic review of phonics patterns, this study compared the effectiveness of using two types of teaching materials on learners’ decoding of consonant digraphs and vowel digraphs and examined the participants’ attitudes toward the respective teaching materials among Taiwanese EFL eighth graders.
Two intact classes of eighth graders were recruited from a public junior high school in New Taipei City. One class received the systematic review of phonics patterns embedded in the textbooks (called SR-Textbooks Phonics Patterns treatment); the other class received the systematic review of phonics patterns embedded in phonics poetry (called SR-Phonics Poetry treatment). The instructional period lasted for 6 weeks with two 15-minute sessions of instruction per week. The instruments included a self-developed word decoding test (sight word decoding and nonword decoding) and a questionnaire. The results showed that both groups exhibited significant differences after receiving the respective treatment in their decoding performance. It indicated that the respective teaching materials used in the present study were both effective in facilitating the young learners’ word decoding ability of consonant digraphs and vowel digraphs. Though there was no significant difference between the two groups, the gain scores of the SR-Phonics Poetry group were higher than that of the SR-Textbooks Phonics Patterns group on the self-developed decoding test, including the sight words and nonwords. This meant that the SR-Phonics Poetry group achieved greater improvement after receiving the 6 weeks of instruction. Additionally, regarding the learners’ attitudes toward the respective teaching materials, the results showed that there were significant differences between the two treatment groups in Items 16-19, and Items 21-22, whereas there was a marginally significant difference in Item 20. The responses to Items 16-21 for the two types of the treatment questionnaires indicated that the explicit and systematic phonics instruction played a significant role in word decoding and echoed the claims of previous theoretical studies. Participants liked a systematic review of the phonics patterns no matter how they are embedded in the Hanlin textbooks or in the phonics poems. In other words, participants liked a systematic review of phonics patterns, -sh, -ch, -ee, -ea, -oo, -ou, integrated with the word level or into the contextual level. Most importantly, Item 22 also indicated that both groups were satisfied with the two types of teaching materials in this study; however, the SR-Phonics Poetry group had higher motivation than the SR-Textbooks Phonics Patterns group, reporting that the SR-Phonics Poetry treatment was playful and enjoyable. The respective interviews demonstrated that the learners were more willing to learn one phonics pattern at a time instead of multiple phonics patterns simultaneously. Hence, the teachers and publishers may consider phonics poetry as the alternative when they design instructional materials on phonics patterns. Future studies are recommended to use a variety of phonics patterns embedded in phonics poetry and prolong the duration of instruction to promote the teaching effectiveness.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS…………………………………………………... i
ABSTRACT(English)…………………………………………………………. ii
ABSTRACT(Chinese)………………………………………………………… v
TABLE OF CONTENTS……………………………………………………… vii
LIST OF TABLES…………………………………………………………….. x
CHAPTER ONE INTRODUCTION………………………………………… 1
1.1 Background of the Study……………………………………………………. 1
1.2 Research Motivation and Rationale………………………………………… 6
1.3 Purpose of the Study………………………………………………………... 7
1.4 Research Questions…………………………………………………………. 7
1.5 Significance of the Study…………………………………………………… 8
1.6 Definition of Terms……………………………………………………......... 9
CHAPTER TWO LITERATURE REVIEW………………………………... 12
2.1 Word Decoding……………………………………………………………... 12
2.1.1 The Significance of Sight Word Learning………………………... 12
2.1.2 Factors Affecting Word Learning……………………………........ 15
2.1.3 The Role of Nonwords in Decoding……………………………… 16
2.2 Effective Phonics Teaching Methods……………………………………..... 16
2.2.1 The Role of Phonemic Awareness (PA) and the Sequence of PA Training……………………………………………………………
17
2.2.2 Explicit and Systematic Phonics Instruction……………………... 19
2.3 Phonics Poetry and Language Learning………………………………......... 21
2.3.1 The Connection between Phonics Poetry and Language Learning……………………………………………………………
21
2.3.2 The Effectiveness of Utilizing Phonics Poetry in L1 Classroom………………….............................................................
22
2.3.3 The Effectiveness of Utilizing Phonics Poetry in ESL and EFL Classroom……………………………………………….................
24
2.4 Motivation………………………………………………………………….. 26
2.4.1 The Importance of Motivation to Language Learning………........ 26
2.4.2 Phonics Poetry as a Motivating Factor…………………………… 27
2.5 Characteristics of Consonant Digraphs and Vowel Digraphs…………........ 28
2.5.1 The Necessity of Learning Consonant Digraphs……………......... 28
2.5.2 The Necessity of Learning Vowel Digraphs……………………… 29
2.6 Measurement of Word Decoding and Questionnaire as an Effective Measurement………………………………………………………………..31
2.6.1 The Measurement of Word Decoding…………………………...... 32
2.6.2 Questionnaire as an Effective Way for Measuring Motivation……………………………………………
33
CHAPTER THREE METHOD……………………………………………… 34
3.1 Participants………………………………………………………………..... 34
3.2 Designing Teaching Materials……………………………………………… 35
3.3 Instruments………………………………………………………………..... 39
3.3.1 Self-developed Word Decoding Test……………………………... 39
3.3.2 Treatment Questionnaires and Interview…………………………. 40
3.4 Research Design………………………………………………………......... 41
3.5 Data Collection……………………………………………………………... 41
3.6 Data Analysis……………………………………………………………...... 44
CHAPTER FOUR RESULTS AND DISCUSSION………………………… 46
4.1 Results of Using the SR-Textbooks Phonics Patterns Enhancing Taiwanese EFL Eighth Graders’ Ability to Decode Consonant Digraphs and Vowel Digraphs…………………………………………………………………...

47
4.2 Results of Using the SR-Phonics Poetry Enhancing Taiwanese EFL Eighth Graders’ Ability to Decode Consonant Digraphs and Vowel Digraphs…………………………………………………………………...

48
4.3 Results of Comparing the SR-Textbooks Phonics Patterns and the SR-Phonics Poetry Enhancing Taiwanese EFL Eighth Graders’ Ability to Decode Consonant Digraphs and Vowel Digraphs…………………………………………………………………...


49
4.4. Results of Taiwanese EFL Eighth Graders’ Attitudes toward the SR-Textbooks Phonics Patterns and the SR-Phonics Poetry on Taiwanese EFL Eighth Graders’ Ability to Decode Consonant Digraphs and Vowel Digraphs………………………………………….......................................


51
CHAPTER FIVE CONCLUSION…………………………………………… 62
5.1 The Major Findings………………………………………………………… 62
5.2 Pedagogical Implications…………………………………………………... 64
5.3 Limitations of the Study……………………………………………………. 65
5.4 Suggestions for Future Research…………………………………………… 66
REFERENCES………………………………………………………………... 68
Appendix A The occurrences of consonant digraphs……………………... 86
Appendix B The occurrences of vowel digraphs………………………..... 87
Appendix C Teaching Materials for SR-Textbooks Phonics Patterns…….. 89
Appendix D Teaching Materials for SR-Phonics Poetry………………...... 90
Appendix E Self-developed Word Decoding Test as the Pretest and Posttest…………………………………………………….....
95
Appendix F-1 Questionnaire for SR-Textbooks Phonics Patterns (Chinese Version)…… 98
Appendix F-2 Questionnaire for SR-Textbooks Phonics Patterns (English Version)....... 101
Appendix G-1 Questionnaire for SR-Phonics Poetry (Chinese Version)…… 104
Appendix G-2 Questionnaire for SR-Phonics Poetry (English Version)…... 106
Appendix H Sample Lesson Plan for SR-Textbooks Phonics Patterns…… 109
Sample Lesson Plan for SR-Phonics Poetry………………… 111
Appendix I Worksheet for SR-Textbooks Phonics Patterns……………… 113
Worksheet for SR-Phonics Poetry…………………………… 115
Appendix J The Flesch Reading Ease Scale of SR-Phonics Poetry……… 117

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