臺灣博碩士論文加值系統

本研究探討比較兩種可解碼文本字母拼讀教學對提升臺灣國小五年級學童英語認字成效。本研究以臺北市某一所國小共35位英語能力相當的兩個班級國小五年級學童為研究對象，一班（20人）接受可解碼文本字母拼讀教學搭配同儕回饋活動，另一班（15人）接受可解碼文本字母拼讀教學搭配重複閱讀練習。兩組均接受英語讀字和字義辨認之前測和後測。教學活動共計進行10週，每週一次，每次40分鐘。本研究結果發現如下：
1. 可解碼文本字母拼讀教學搭配同儕回饋能夠顯著提升臺灣國小五年級學童之英語整體認字能力以及英語讀字和字義辨認。
2. 可解碼文本字母拼讀教學搭配重複閱讀練習能夠顯著提升臺灣國小五年級學童之英語整體認字能力以及英語讀字和字義辨認。
3. 兩種可解碼文本字母拼讀教學對提升臺灣國小五年級學童之英語整體認字能力相當，沒有顯著差異。
根據上述研究結果，本研究建議於臺灣國小英語教室施行可解碼文本字母拼讀教學，以助促進學童英語認字之學習成效。

The purpose of the study compared the effects of two modes of phonics teaching via decodable text instruction on Taiwanese EFL fifth graders’ English overall word recognition and its components of word reading and meaning identification respectively. A total of two classes of 35 participants with similar initial level of English achievement were selected from an elementary school in Taipei City to participate in the study. One class of 20 students received phonics teaching via decodable text instruction with integrated peer feedback (i.e., the peer feedback group), and the other class of 15 students received phonics teaching via decodable text instruction with integrated self-repeated reading (i.e., the self-repeated reading group). Both groups took the pretest and the posttest of English word reading and meaning identification. The experimental instruction proceeded for 10 weeks, with one session per week, and 40 minutes per session.
After the intervention, the data were collected and analyzed. The major findings of the current study were summarized as below:
1. Phonics teaching via decodable text with integrated peer feedback activities helped facilitate Taiwanese EFL fifth graders’ English overall word recognition and its components of word reading and meaning identification respectively.
2. Phonics teaching via decodable text with integrated self-repeated reading
activities helped facilitate Taiwanese EFL fifth graders’ English overall word
recognition and its components of word reading and meaning identification respectively.
3. Both phonics teaching via decodable text with peer feedback and with self-repeated reading yielded similar effect on Taiwanese EFL fifth graders’ English overall word recognition as well as word reading and meaning identification respectively.

TABLE OF CONTENTS
摘要 ......................................................................... i
ABSTRACT .................................................................... ii
TABLE OF CONTENTS ........................................................... iv
LIST OF TABLES ............................................................. vii
LIST OF FIGURES ..............................................................ix
CHAPTER ONE INTRODUCTION ..................................................... 1
1.1 Background and Motivation ................................................ 1
1.2 Purpose of the Research and Research Questions ........................... 6
1.3 Significance of the Present Study ........................................ 7
1.4 Definition of Terms ...................................................... 8
1.4.1 Phonics ................................................................ 8
1.4.2 Phonics Teaching ....................................................... 9
1.4.3 Decodable Text ......................................................... 9
1.4.4 Word Recognition ...................................................... 10
1.4.5 Repeated Reading ...................................................... 11
1.4.6 Peer Feedback ......................................................... 11
CHAPTER TWO LITERATURE REVIEW ............................................... 13
2.1 Phonics Teaching ........................................................ 13
2.1.1 Phonics Teaching Methods .............................................. 13
2.1.2 Decodable Text ........................................................ 15
2.1.3 Phonics Teaching via Decodable Text ................................... 21
2.2 Repeated Reading ........................................................ 23
2.2.1 Methods of Repeated Reading ........................................... 24
2.2.2 Benefits of Repeated Reading .......................................... 24
2.2.3 Automaticity Theory ................................................... 25
2.3 Peer Feedback ........................................................... 26
2.3.1 Sources of Feedback ................................................... 27
2.3.2 Merits of Peer Feedback................................................ 27
2.3.3 Cooperative Learning .................................................. 28
2.3.4 Noticing Hypothesis.................................................... 28
2.4 Word Recognition ........................................................ 30
2.4.1 Significance of Word Recognition ...................................... 30
2.4.2 Ways to Read out Words ................................................ 31
2.4.3 Developmental Phases of Word Reading .................................. 33
2.4.4 Processes of Word Recognition ......................................... 37
2.5 Related Studies of the Effects of Phonics Teaching via Decodable Text on L1 and L2 Word Recognition ..................................................... 40
2.6 Related Studies of Repeated Reading on Language Learning ................ 43
2.7 Related Studies of Peer Feedback on Language Learning ................... 45
CHAPTER THREE METHODOLOGY ................................................... 49
3.1 Research Design ......................................................... 49
3.2 Research Setting and Participants ....................................... 54
3.2.1 Setting ............................................................... 54
3.2.2 Participants .......................................................... 54
3.3 Experimental Instruction................................................. 55
3.3.1 Teaching Period ....................................................... 55
3.3.2 Teaching Materials .................................................... 56
3.3.3 Teaching Procedures ................................................... 63
3.4 Instruments ............................................................. 68
3.4.1 Word Reading Test ..................................................... 69
3.4.2 Meaning Identification Test ........................................... 69
3.5 Scoring Rubrics ......................................................... 70
3.6 Data Analysis ........................................................... 70
CHAPTER FOUR RESULTS AND DISCUSSION ......................................... 73
4.1 Results.................................................................. 73
4.1.1 Pretest ............................................................... 73
4.1.2 Posttest .............................................................. 76
4.2 Discussion .............................................................. 85
4.2.1 Treatment Effect on English Word Recognition .......................... 85
CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS ................................... 97
5.1 Conclusions ............................................................. 97
5.2 Pedagogical Implications ................................................ 98
5.3 Limitations of the Present Study ........................................ 99
REFERENCES ................................................................. 101
Appendix A – English Learning Background Survey ............................ 113
Appendix B – Parents’ Consent Form for the Peer Feedback Group ............. 115
Appendix C – Parents’ Consent Form for the Self-repeated Reading Group ..... 116
Appendix D – Screening Test for Word Selection ............................. 117
Appendix E – Pre- and Post-test for Word Recognition ....................... 118
Appendix F – Text of the Chosen Decodable Books ............................ 120
Appendix G – A Sample of Lesson Plan for the Instruction of Decodable Text Two with Peer Feedback ......................................................... 125
Appendix H – A Sample of Lesson Plan for the Instruction of Decodable Text Two with Self-repeated Reading ................................................. 135
Appendix I – Peer Feedback Form for Word Reading and Word Meaning .......... 144
Appendix J – Worksheet for Word Reading and Word Meaning ................... 145

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