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研究生：	黃秀玲 Isabella Shiou-ling Huang
論文名稱：	字母拼讀法教學與其對國一學生音韻影響之實證研究 An Experimental Study of the Effects of Phonics Instruction on the Acquisition of Phonological Awareness of Junior High School Students in Taiwan
指導教授：	謝國平 Tse, Kwock-Ping
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2002
畢業學年度：	91
語文別：	英文
論文頁數：	103
中文關鍵詞：	字母拼讀法、音韻覺識、語音處理、K. K. 音標
英文關鍵詞：	phonics instruction, phonological awareness, phonological processing, K. K. phonetic symbols
論文種類：	學術論文
相關次數：	點閱：160 下載：31
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字母拼讀法原本是以英語文母語的人士用來認字的方法之一，其目的在於使閱讀者能見字拼音，聽音認字，進而了解語意。然而在台灣，雖然字母拼讀法扮演著學習英語發音的角色，但是學者指出教師應該以字母拼讀法作為提昇學生音韻覺識的基礎。換言之，教師可以透過字母拼讀法進行訓練音韻覺識的活動。所以，學生在學習英語時，如果具有音韻覺識，那麼便較有可能成為成功的閱讀者。
本論文主要是研究國一學生是否能夠經由字母拼讀法教學來提昇其音韻覺識。本實驗教學研究開始於民國九十年九月，結束於民國九十一年一月。實驗組接受字母拼讀法教學，控制組接受K. K.音標教學，共計六十七名學生。教學實驗結束後進行七種音韻覺識測驗。受測者的成績分析是採用獨立樣本T檢定以及符號檢測。
實驗結果提供有關國一學生處理英語語音能力的資訊，並且提出字母拼讀法教學對於國一學生的音韻覺識提昇有正面的影響。此外，本論文也為日後研究提出建議。

Phonics is originally one of the word recognition methods used in English speaking nations with the purpose to help native speakers know the meaning of a word as soon as they can sound it out. However, in Taiwan, even though phonics plays a role in teaching English pronunciation, scholars indicate that teachers should enhance students’ phonological awareness based on phonics. In other words, phonological awareness training activities can work through phonics instruction. Therefore, when learning English, if a student has phonological awareness, then it will be easier to become a successful reader.
The current study was thus conducted to investigate whether first-year junior high school students could be trained to foster their phonological awareness though phonics instruction. This empirical study began in September, 2001, and ended in January, 2002. Seven tasks on phonological awareness were given to the experimental group and the control group. The former received phonics instruction; the latter was taught K. K. phonetic symbols, sixty-seven students in total. The collected data of their performance were analyzed by Independent-Samples T-Test and Proportion Correct and Sign Test.
The results of the study provide information about first-year junior high school students’ abilities to phonologically process English speech sounds. The results of the study also provide positive effects of phonics instruction on the acquisition of phonological awareness of first-year junior high school students. Besides, some pedagogical implications and suggestions were presented for further studies.

CHAPTER ONE   INTRODUCTION-----------------------1
1.1 Research Motivation and Purpose-------------------1
1.2 Research Questions and Hypothesis------------------2
1.3 Organization of the Thesis---------------3
CHAPTER TWO   LITERATURE REVIEW-----------4
2.1 Concepts of Phonics-------------4
2.2 The Nature of English Orthography---------------5
2.3 Review of Research Studies on Phonics Instruction-----8
2.4 Stages of Word Recognition---------------18
2.5 Concepts of Phonological Awareness------------21
2.6 The Relation of Phonics Instruction and Phonological Awareness----------------25
2.7 Tasks for Measuring Phonological Awareness----------28
  2.7.1 Phonemic Segmentation------------------30
  2.7.2 Invented Spelling--------------31
  2.7.3 Pseudo-word/Nonsense Word Reading---------------32
  2.7.4 Awareness of Rhymes-----------------32
  2.7.5 Letter Sounds & Name Knowledge------------------33
  2.7.6 Phonemic Manipulation-------------------33
  2.7.7 Segmentation of Words into Syllables------------34
  2.7.8 Segmental Identity-------34
CHAPTER THREE   EXPERIMENTAL METHOD--------------35
3.1 Subjects--------------------------36
3.2 Instruments---------------------37
3.3 Procedures---------------------39
3.3.1 Teaching Process------------------------------39
 3.3.1.1 Consonants-----------------------------------40
   3.3.1.2 Vowels-----------------------------------------------------------------------------41
   3.3.1.3 Rhyming--------------43
   3.3.1.4 Sound Combination---------44
   3.3.1.5 Syllables---------------45
  3.3.2 Testing Process-----------46
 3.3.2.1 Rhyming Sounds Test------------46
 3.3.2.2 Beginning Sounds Test------------------------48
 3.3.2.3 Segmentation Test-----------------------------49
3.3.2.4 Beginning Consonant Correspondences Test--------51
   3.3.2.5 Pseudo-word Reading Test-------------------------------------------52
3.3.2.6 Syllable Counting Test-----------------------------------------------------------53
   3.3.2.7 Consonant Clusters Test----------------------------------------------------------55
 3.4 Data Analysis----------------56
CHARPTER FOUR   RESULTS AND DISCUSSION---------------61
4.1 Comparison between Two Groups----------------------61
  4.1.1 Mean and Standard Deviation Scores------------61
  4.1.2 Independent-Samples T-Test-------------------63
  4.1.3 Proportion Correct and Sign Test----------------64
    4.1.3.1 Rhyming Sounds Test-------------------64
    4.1.3.2 Beginning Sounds Test---------------------------------------------------------65
    4.1.3.3 Segmentation Test--------------------------------------------------------------66
    4.1.3.4 Beginning Consonants Correspondences Test------------------------------67
    4.1.3.5 Pseudo-word Reading Test----------------------------------------------------68
    4.1.3.6 Syllable Counting Test---------------------------------------------------------69
    4.1.3.7 Consonant Clusters Test--------------------------------------------------------70
4.2 Summary of Results-----------------------------------------------------------------------71
4.3 Discussion-----------------------------------------------------------------------------------72
  4.3.1 Rhyming Sounds Test----------------------------------------------------------------72
  4.3.2 Beginning Sounds Test---------------------------------------------------------------73
  4.3.3 Segmentation Test--------------------------------------------------------------------73
  4.3.4 Beginning Consonant Correspondences Test-------------------------------------74
  4.3.5 Pseudo-word Reading Test----------------------------------------------------------75
  4.3.6 Syllable Counting Test---------------------------------------------------------------76
  4.3.7 Consonant Clusters Test--------------------------------------------------------------77
CHAPTER FIVE  CONCLUSIONS-----------------------------------------------------79
5.1 Limitations of the Study------------------------------------------------------------------79
5.2 Pedagogical Implications and Suggestions---------------------------------------------80
APPENDIXES
Appendix A   Consonant Correspondences----------------------------------------------85
Appendix B   Double Correspondences--------------------------------------------------85
Appendix C   Consonant Clusters---------------------------------------------------------86
Appendix D   High frequency rimes and syllables--------------------------------------86
Appendix E   Teaching blending steps for Class 121 and Class 109------------------88
Appendix F   Syllabus for Learning-------------------------------------------------------88
Appendix G   List of words for Rhyming Sounds Test---------------------------------90
Appendix H   List of words for Beginning Sounds Test--------------------------------90
Appendix I   List of words for Segmentation Test---------------------------------------91
Appendix J   List of words for Beginning Consonant Correspondences Test--------91
Appendix K   List of Pseudo-word Reading Test----------------------------------------92
Appendix L   List of Syllable Counting Test---------------------------------------------92
Appendix M   List of Consonant Clusters Test-------------------------------------------92
 Appendix N   List of errors of Segmentation Test--------------------------------------93
 Appendix O   List of errors of Beginning Consonant Correspondences Test-------94
 Appendix P   List of errors of Pseudo-word Reading Test----------------------------95
 Appendix Q   List of errors of Syllable Counting Test--------------------------------97
 Appendix R   List of errors of Consonant Clusters Test-------------------------------97
FERERENCES------------------------------------------------------------------------------99
A LIST OF TABLES
Table 1  Test Outlines------------------------------------------------------------------------57
Table 2  Means and Standard Deviations of the Phonological Awareness Tests-----62
Table 3  the Significance of the Seven Phonological Awareness Tests by  Independent-Samples T-Test-----------------------------------------------------63
Table 4  Proportion Correct and Sign Test of Rhyming Sounds Test------------------64
Table 5  Proportion Correct and Sign Test of Beginning Sounds Test-----------------65
Table 6  Proportion Correct and Sign Test of Segmentation Test-----------------------66
Table 7  Proportion Correct and Sign Test of Beginning Consonant
Correspondences Test---------------------------------------------------------------67
Table 8  Proportion Correct and Sign Test of Pseudo-word Reading Test-------------68
Table 9  Proportion Correct and Sign Test of Syllable Counting Test-----------------69
Table 10  Proportion Correct and Sign Test of Consonant Clusters Test--------------70
Table 11  The Performance of the Experimental and the Control Groups by Proportion Correct and Sign Test-----------------------------------------------71
Table 12  Summary of the Performance of the Experimental and the Control Groups------------------------------------------------------------------------------72
Table 13  Comparison of the Mean Scores of the Six Academic Exams between the Experimental and the Control Groups------------------------------------------84
                                

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