臺灣博碩士論文加值系統

本研究主要目的在於探討英語音韻覺察教學與聽力理解的關係，聚焦兩大面向:一是確認音韻覺察對於高中生聽力理解的影響，二是了解音韻覺察教學對學生發音聽力學習態度的影響。依據研究目的，本研究者以其所任教的高一兩個班級、各32名學生為實驗對象，隨機將兩班分派為控制組及實驗組；兩組學生皆須進行英文聽力理解及發音聽力學習態度調查的前測及後測，期間則安排針對實驗組為期六週的音韻覺察教學，而控制組則依常規上課，最後實驗組須額外參加音韻覺察總結測驗及填答課程評鑑。實驗蒐集之測驗及問卷數據資料經Excel及R統計語言綜整分析，結果發現在發音聽力學習態度上，實驗組整體上有顯著性的負面傾向；在聽力理解上，實驗組的進步幅度則顯著地受到其中負面態度者所縮減，但其中持有正面態度者的成績則有明顯進步；在後續追加進行的音韻覺察教學的課程評鑑上，大部分學生皆表達有其必要性及實用性。綜合上述，高中英文教師及相關課程規劃人員應了解高中音韻覺察教學所扮演之角色及其在著重形式教學模式下的效果，並在留意學習態度的前提下進行教學以提升學生的英文聽力理解。

The purpose of this study was to investigate the effect of phonological awareness teaching on English LC among high school students, with two specific foci: (a) to ascertain whether phonological awareness affects LC and (b) to shed light on how phonological awareness teaching affects students’ attitude toward pronunciation-listening learning. Two intact classes of 64 students were selected and assigned as control group (CG) or experimental group (EG) randomly. Both groups were asked to take a pre- and posttest of English LC and attitude questionnaires before and after the interval of six weeks. During these weeks, the EG was given a phonological awareness instruction of English and the CG received no intervention, Then, the EG had to take an additional test of phonological awareness and fill out a course evaluation questionnaire eventually. The collected data were analyzed using Excel and the R language. The results revealed 1) that the EG showed a significantly deteriorating attitude toward pronunciation-listening learning than the CG, 2) that the EG’s progress range of LC was significantly reduced by the negative attitude of the EG, whereas those with positive attitude showed marked improvement, and 3) that a majority of the participants expressed the necessity for phonological awareness instruction. These findings could help teachers and curriculum designers to reconsider the role of phonological awareness instruction and its effectiveness as a type of form-focused instruction, and possibly employ it with attention to learners’ attitude for a better enhancement of LC.

Table of Contents

中文摘要i
Abstractii
Acknowledgments iii
Table of Contents v
List of Tables vii
List of Figures viii
Chapter 1: Introduction 1
1.1 The significance of listening comprehension 2
1.2 Phonological awareness 5
1.3 Phonological awareness and listening comprehension 8
1.4 Teaching phonological awareness for listening comprehension 12
1.5 The attitude toward the teaching of phonological awareness 16
1.6 Research question 18
1.7 Overview 19
Chapter 2: Method 20
2.1 Participants 20
2.2 Materials 22
2.2.1 Phonological awareness teaching handouts 23
2.2.2 Attitude survey toward English pronunciation-listening learning 27
2.2.3 Test for students’ phonological awareness 28
2.2.4 Test for English listening comprehension abilities 28
2.2.5 Course evaluation questionnaire 31
2.3 Procedure 31
Chapter 3: Results 43
3.1 The results of the pretest 43
3.1.1 The results of the participants’ mock GEPT listening pretest 43
3.1.2 The results of the participants’ attitude survey pretest 49
3.2 The results of the posttest 52
3.2.1 The results of the participants' mock GEPT listening posttest 52
3.2.2 The results of the participants' attitude survey posttest 56
3.2.3 The results of the participants' phonological awareness test 59
3.3 The comparison of the pretest and posttest 64
3.3.1 The analysis of the attitude survey across the pretest and posttest 64
3.3.2 The analysis of the mock GEPT scores across the pretest and posttest 67
3.4 The result of the course evaluation of the phonological awareness teaching 69
Chapter 4: Discussion 74
4.1 The effect of phonological awareness teaching on the attitudes toward pronunciation-listening learning 74
4.2 The effect of phonological awareness teaching on English listening comprehension 79
4.3 The role of phonological awareness teaching in high schools 85
References 89
Appendixes 94
Appendix A. Phonological awareness teaching handouts 94
Appendix B. Attitude Questionnaire and Consent Form 104
Appendix C. Test of Phonological Awareness 105
Appendix D. Mock GEPT intermediate listening pretest 107
Appendix E. Mock GEPT intermediate listening posttest 109
Appendix F. Course Evaluation Questionnaire 111

List of Tables

Table 3.1 The Result of the Participants' Mock GEPT Pretest 47
Table 3.2 The Result of the Participants' Attitude Pretest 50
Table 3.3 The Result of the Participants' Mock GEPT Posttest 54
Table 3.4 The Result of the Participants' Attitude Posttest 57
Table 3.5 The Result of the Participants' Phonological Awareness Test for the Experimental Group 60
Table 3.6 Regression Analyses Predicting Attitude from Predictor Variables 66
Table 3.7 Regression Analyses Predicting Listening Comprehension from Predictor Variables 68


List of Figures

Figure 2.1 The framework for teaching phonological awareness in each unit 24
Figure 2.2 The procedure of the experiment from assignment of participants to analysis of data 33
Figure 3.1 The scores of the PA test and the mock GEPT posttest among the LowAttitude and HighAttitude subgroups in the experimental group 64
Figure 3.2 The attitude pretest and posttest scores between the control and experimental groups 66
Figure 3.3 The average mock GEPT pretest and posttest scores of the control group and the High Attitude and Low Attitude subgroups in the experimental group 68
Figure 3.4 Students’ perception of practicality 70
Figure 3.5 Students’ perception of levels of comprehension 71
Figure 3.6 Students’ perception of benefits for listening 71
Figure 3.7 Students’ perception of necessity 72
Figure 3.8 Students’ hope for more instruction time 72

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