臺灣博碩士論文加值系統

本論文旨在探討K. K. 音標及自然發音法在兒童英語教學上的比較, 以期能提供從
事英語發音教學工作者的參考. 參加本實驗的受試者為68位屏東縣西園國小五年級的學
童. 其中一班學習K.K.音標, 另一班學習自燃發音法, 兩組教材中的單字及字數相同, 在
七節課中, 前六節教學, 最後一節總復習並舉行筆試及口試, 末了再填寫一份態度及興趣
調查問卷, 只有沒過英語的學生資料納入統計分析, 以符號考驗, 單變項及多變項變異數
分析來考驗兩組差異是否達顯著水準. 在實驗期間, 發出一份教學調查問卷給從事英語發
音教學工作者, 以期能了解他們的意見和部份教學情況. 本研究的主要發現: (1) 筆試中
, 兩班成績以兩個字母組成一個子音的部份有差異, 並達顯著水準. (2)口試中,學習自然
發音法的學童表現較佳並達顯著差異水準. (3)學習自然發音法的學童表現出較佳的態度
及興趣, 並達差異顯著水準. 最後, 本實驗建議教師在從事英語發音教學時, 教師本身應
有充足的訓練及素養, 兩方法應截長補短互為補足使用, 並提供有心於兒童英語教學者相
關研究方向.

This study aims to investigate two methods of pronunciation learning, K.
K. phonetic symbols and Phonics, for students in their fifth grade at elementa
ry school. It is intended to find out (1) if there is a significant difference
between the two groups in the sound discrimination; (2) if there is a signifi
cant difference between the two groups in oral production; (3) if there is a s
ignificant difference between the two groups in the attitude toward and intere
st in English learning. The subjects in this study were 68 students in their
fifth grade at Xi Yuan Elementary School in Pnig Tong County. However, only th
e performance of the students with no formal English learning experience was t
aken into consideration. Therefore, of the 68 students, 21 students were in th
e K. K. group and 30 students in the Phonics group. Three types of materials
were prepared for use in this study: (1) teaching materials for the two groups
, (2) testing matreials for a sound discrimination test and an oral produciton
test, (3) a students'' questionnaire and a practitioners'' questionnaire. The S
PSS/PC+ and ITAN programs were employed for the statistical analysis of the co
llected data. First, ITAN (Item Analysis) was used to refine the test in the p
ilot study. Second, for the sound discrimination test, a one way between-subje
ct MANOVA was performed on three dependent variables: vowels, consonants, and
double-letter consonants. A Sign test was employed for the oral production tes
t. Also, the same one way between-subject MANOVA was processed to analyze the
data fo the sudents'' questionnaire. This study showed that: (1) There was a s
ignificant difference between teh two groups in the double-letter consonants i
n the sound discrimination test. (2) The students in the Phonics gorup perform
ed significantly better than the K. K. group in the oral production test. (3)
There was a significant difference between the two groups in their attitude an
d interest in English learning. The conclusion reached in this research is th
at the Phonics method leads to a better learning of English pronunciation in t
he double-letter consonants and a greater interest and better attitude was cre
ated in the group of early learners using the Phonics method than the K. K. me
thod.