106臺北市立大學教育系國民教育論壇

106臺北市立大學教育系博士班國民教育論壇



預示標音符號對多音節單字拼讀之效果研究

摘要

    字母拼讀法已經許多實證研究證明對早期英語語音覺識提升與讀寫發展有顯著的輔助效果。然而，源自西方的字母拼讀法理論與課程原本是為了英語系國家的學習者之需研發而成，國內國小英語課程在採用或改編這些拼讀法時，常侷限於單音節CVC或CCVC的單字拼讀教學，忽略了英語字母與聲韻變化的複雜性。同時，對非英語系國家的英語學習者來說，單字拼讀的關鍵因素可能因為缺乏L2口語詞彙的協助讓初學者的語音解碼、合碼、與轉碼路徑更為複雜。本研究主要目的是為了探討一種結合預示功能之標音符號的創新拼讀法對台灣國小學生的英語單字拼讀的輔助效果，透過文獻分析深入探討標音符號拼讀教學的理論背景，再藉由研究者認教班級的進行行動研究實驗以檢視預示標音符號對雙音節與多音節單字認讀的教學實務效果。經過獨立T檢定與效應值統計結果顯示，結合預示標音符號的字母拼讀教學法對單字認讀效果比沒有結合預示標音符號字母拼讀教學法有更顯著的預示效果。

關鍵詞:  英語外語教學  字母拼讀法  語音覺識  早期讀寫能力  標音符號

Effects of Priming Diacritics on Multi-Syllabic Word Reading

Hsien Hu

University of Taipei, Taiwan

mirandahuhsien@yahoo.com.tw

Abstract

    Phonics instruction has long been proved empirically effective in helping develop children’s phonemic awareness and early literacy.  However, most phonics theories and curriculum were originally developed for learners who speak English as a first language.  As far as the circumstances of learning English as a foreign language(EFL) are concerned, factors leading to success of building early literacy may be more complicated from that of first language learners due to the lack of sufficient innate oral proficiency of the learners.  Difficulties of decoding, encoding or recoding process for EFL learners were often under-estimated in general phonics program.  This study aims to investigate the effects of an innovative method, Priming Diacritic (PD) instruction, on facilitating fourth-grade EFL learners to decode words in different syllabic length.  Through literature review, the background theory of PD instruction was presented.  Then an action experiement was implemented to examine the effects of PD instruction on reading words in different levels.  Data collected from the pretests and posttests of the control and experimental groups were analyzed by independent sample T-tests with SPSS and Cohen d.  Results showed that PD instruction had significant effects on facilitating young EFL learners to read bi-syllabic and multisyllabic words than phonics instruction did.

Key Words:  EFL  phonics  phonemic awareness  decoding  early literacy  diacritics