Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/32904
題名: 不同英語教學法下學前幼兒的聲韻覺識能力
作者: 呂珮菁
Lu, Pei-ching
貢獻者: 柯華葳
Ko, Hwa-wei
呂珮菁
Lu, Pei-ching
關鍵詞: 學前幼兒
聲韻覺識
英語教學法
young children
phonological awareness
English teaching approaches
日期: 2003
上傳時間: 17-Sep-2009
摘要: 本研究之目的在於評量中文與英文之「聲韻覺識」(phonological awareness)能力,以探討幼兒在不同英語教學法下的學習效果。「年齡」與「教學法」對「聲韻覺識」能力影響的差異。研究對象,為接受不同英語教學法的學前幼兒(大班生與中班生),一者採固定時間進行英語教學,定位英語為語言學習教材之一,稱之為M系統;一為採全時間教英語的機構,且定位英語為學習其他科目的媒介,稱之為W系統。測驗工具乃參酌胡潔芳教授提供之「聲韻覺識測驗」,經改編後共分八項分測驗--「中文音節刪除、英文音節刪除、中文音素刪除、英文音素刪除、中文音節替代、英文音節替代、中文音素替代與英文音素替代」。研究資料除了測驗成績之外,尚有教學現場之觀察資料,及兩系統之主管與教師之訪談文本,以了解不同英語教學法在教學內涵上之實質差異。\n研究結果顯示,中文聲韻覺識能力,有「年齡」的差異,大班生表現優於中班生;「教學法」的差異,發生在中文「音素覺識」,M系統幼兒優於W系統。英文聲韻覺識能力,有「年齡」上的差異,大班生優於中班生,但無教學法上的差異。加測「注音符號」測驗,結果顯示有「年齡」與「教學法」上的差異,大班生比中班生好,M系統幼兒比W系統幼兒好,比較兩系統教學內涵的差異後,顯示M系統幼兒中文聲韻覺識能力表現較佳與「注音符號」教學有關;英文聲韻覺識能力無教學法上的差異,英文教學時間長短不影響聲韻覺識能力。研究結果似乎指出,真正影響中文與英文聲韻覺識能力發展的是年齡。\n由於「聲韻覺識能力」的重要性,幼兒英語教學與學習,以培養「聲韻覺識」能力為出發點的教學內容應該要被參考,但基於年齡的限制,聲韻覺識教學,並不急於小班時期或中班初期開始。關於聲韻覺識的教學,文中另有討論。\n關鍵詞:英語教學法,學前幼兒,聲韻覺識
The purpose of this study is to investigate English learning effect of young children in Taiwan by means of examining the influence of age and English teaching approaches on young children’s phonological awareness in Chinese and in English. The participants consisted of the age of preschool (average five years old) and kindergarten (average six years old) children who are accepted different English language teaching approach in two schools. One school was called M school where young children were taught English partial time and English was one kind of language teaching materials. The other was called W school where young children were taught all time and learn everything in English.\nThe results indicate that the age significantly affects on young children’s phonological awareness in Chinese and the teaching approach significantly affects on young children’s phonemic awareness in Chinese. The age significantly affects on young children’s phonological awareness in English. These results of this study seem to reveal that the main factor affecting on the development of young children’s phonological awareness in Chinese and in English is age.\nDue to the importance of phonological awareness, it should be to consider that English language teaching for young children could begin by training phonological awareness. However, based on the development of young children, it is not instant to train the capacity of phonological awareness in English language teaching. About the teaching of phonological awareness was discussed in the text.\nKeyword: English teaching approaches, young children, phonological awareness
參考文獻: 一、 中文文獻
Bogdan, R. C., & Biklen, S. K. (1998/2001)。Qualitative research for education : An introduction to theory and methods。李奉儒、高淑清、鄭瑞隆、林麗菊、吳芝儀、洪志成、蔡清田(譯)。質性教育研究:理論與方法。嘉義:濤石文化。
Burns, M. Susan & Griffin, Peg & Snow, Catherine E. (Eds.).(1999/2001)。 Starting out right: A guide to promoting children’s reading success。柯華葳、游婷雅(譯)。踏出閱讀的第一步。台北:信誼。
Maurer & Maurer.(1988/1998)。The world of the Newborn。蕭德蘭(譯)。嬰兒的感官世界。台北:天下。
王素卿(2001)。中文閱讀習得歷程中音素覺識角色之探究。屏東師範學院教育研究所碩士論文,未出版,屏東。
幼教界吶喊:英語退出幼稚園【報導】(民國92年11月26日)。中國時報,社會綜合版。2003年11日30月,取自http://www.kidsemile.com.tw/new%20new/new%20new18.htm。
全民英檢學習網站。2003年7日18月,財團法人語言訓練測驗中心,取自http://www.gept.org.tw/indexie.asp。
江政如(1999)。聲韻覺識與中文認字能力的相關性研究。屏東師範學院國民教育研究所碩士論文,未出版,屏東。
江璧羽(2002)。中英雙語兒童的音韻覺識能力與口語訓練之效用。台灣大學語言研究所碩士論文,未出版,台北。
李宜娟(2003)。談台灣幼兒英語教學之定位。幼教資訊,156,17-21。
李俊仁(1999)。聲韻處理能力和閱讀能力的關係。中正大學心理研究所博士論文,未出版,嘉義。
李婉榕(2003)。朗讀教學對國小六年級學童閱讀理解力的影響。台中師範學院語文教育研究所碩士論文,未出版,台中。
李蕙瑛(2000)。栽培?摘蓓?談美語教學省思。幼教資訊,120,56-58。
阮碧繡(1996)。幼兒美語班盛行下的文化省思。國教之友,48(3),11-13。
阮碧繡(2002)。國際化的迷思與趨勢論的弔詭—幼兒園美語教學背後隱藏的課程危機。成長幼教季刊,49,26-29。
林永盛、蔡美燕(2003)。幼童美語教學市場現況調查報告。載於國際兒童教育協會中華民國分會(ACEI)「2003幼兒教育學術研討會—幼兒教育發展與生態環境」會議論文集,台北。
林佩蓉(2002)。該不該推動幼兒園全面英語政策。成長幼教季刊,50,6-8。
林壽華(1996)。外語教學概論。台北:書林。
胡潔芳(1999)。如何協助孩童發展英語音韻覺識。英語教學,23(3),7-14。
胡潔芳(2003)。外語字彙學習之語言要素:由母語音韻覺識談起(3/3)。行政院國家科學委員會專題研究計畫成果報告書(編號:NSC 01-2411-H-133-006)。
孫麗瑛(2002)。國小學童英文聲韻覺識能力及認字能力之相關研究。台中師範學院教育測驗統計研究所碩士論文,未出版,台中。
徐麗球(1999)。國語文低成就學童閱讀能力亞型探討。台東師範學院國民教育研究所碩士論文,未出版,台東。
張鑑如、張湘君、顏宏如(2001.05)。台灣幼兒教育英語教育之現況與問題-從幼兒家長的觀點談起。載於國際兒童教育協會中華民國分會(ACEI)「幼兒發展第二語言的理論與實施研討會」論文集,台北。
教育部國教司(2004)。政令宣導:學齡前兒童語言教學之政策說明。幼教簡訊,21,9。
郭生玉(1999)。心理與教育研究方法。台北:精華。
郭鳳蘭(2002)。字母拼讀法及電腦輔助教學對臺灣學生在見字讀音與聽音拼字之影響。行政院國家科學委員會專題研究計畫成果報告書(編號:NSC 89-2411-H-018-008)。
粘惠雅(2001)。幼稚園實施英語教學現況之研究—以台灣北區一個雙語班為例。台北市立師範學院國民教育研究所碩士論文,未出版,台北。
彭慧玲(2002)。「幼兒美語學習在幼稚園的定位」談幼兒教育。幼教資訊,135,5-8。
曾世杰(1996)。閱讀低成就學童及一般學童的閱讀歷程成分分析研究。國立台東師範學院,85學年度師範學院教育學術論文發表會。
黃秀玲(2002)。字母拼讀法教學與其對國一學生音韻影響之實證研究。國立師範大學英語教學研究所碩士論文,未出版,台北。
黃秀霜(1997)。兒童早期音韻覺識對其三年後中文認字能力關係之縱貫性研究。台南師範學報,30,263-288。
監察院(2003)。http://www.cy.gov.tw/AP_Home/Upload/eDoc/糾正案/92/09200010792教正003.doc。
劍橋小院士兒童英語認證。2003年7日18月,英國劍橋認證中心(ILTEA Cambridge Examinations Centre),http://www.cambridge.org.tw/timetable/date_1.htm。
蔡韻晴(2002)。雙缺陷假說在中文閱讀障礙之檢驗:各亞型認知成分之比較。東師教研所碩士論文,未出版。
鄭佩芬(2000)。中文與英文語音覺識和符號表徵之關係。中正大學心理研究所碩士論文,未出版,嘉義。
盧貞穎(2003)。一年級學生音韻覺識之研究。國立台北師範學院兒童英語教學研究所碩士論文,未出版,台北。
蕭芳華(2002)。國際化趨勢?幼稚園美語教學大家談。幼教資訊,134,2-5。
賴文婷(2003)。以字母拼讀法增強英語科低成就國中生拼字能力之研究。清華大學外國語文研究所碩士論文,未出版,新竹。
謝良足(2000)。國小英語發音教學研究(I)。行政院國家科學委員會專題研究計畫成果報告書(編號:NSC 89-2411-H-251-001)。
謝麗雪(2002)。國小英語教學實習課之可行模式。臺南師院學報,35,181-207。
簡楚瑛(1999)。幼教課程模式。台北:心理。
簡麗真(2002)。台灣學童英語語音覺識、拼字能力及閱讀能力之發展研究。國立台北師範學院兒童英語教學研究所碩士論文,未出版,台北。
二、 英文文獻
Adams, M. J. (1990). Beginning to read: Thinking and Learning about Print. Cambridge, Massachusetts: The MIT Press.
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A class curriculum. Baltimore: Paul H.Brookes.
Blachman, B. A. Ball, E. W. Black, R. & Tangel, Q. M. (2000). Rode to the code: A phonological awareness program for young children. Baltimore: Paul H.Brookes.
Bradley, L.& Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
Bretherton, L., & Holmes, V. M. (2003). The relationship between auditory temporal processing, phonemic awareness, and reading disability. Journal of Experimental Child Psychology, 84(3), 218-43.
Bruck, M. & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307-324.
Bus, A. G., van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91(3), 403-414.
Castle, J. M., Riach, J. & Nicholson, T. (1994). Getting off to a better start in reading and spelling: The effects of phonemic awareness instruction within a whole language program. Journal of Educational Psychology, 86, 350-359.
Catts, H. W., Fey, Marc E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools , 32(1), 38-50.
Ericson, L. & Juliebö, M. F. (1998). The phonological awareness handbook for kindergarten and primary teacher. Delaware: International reading association.
Gilbertson, M., & Bramlett, R. K. (1998). Phonological Awareness Screening To Identify At-Risk Readers: Implications for Practitioners. Language, Speech, and Hearing Services in Schools, 29(2), 109-116.
Gillam, R. B., & van Kleeck, A. (1996). Phonological awareness training and short-term working memory: Clinical implications. Topics in Language Disorders, 17, 72-81.
Gillon, G. T. (2004). Phonological awareness: From research to practice. NY: Guilford Press.
Goldsworthy, C. L. (1998). Sourcebook of phonological awareness activities: children’s classic literature. San Diego: Singular.
Gottardo, A., Yan, B., Siegel, L. S., Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology. 93 (3), 530-542.
Gunning, T. G. (1996). Creating Reading Instruction for All Children, 2nd Ed. Boston: Allyn and Bacon.
Hu, C. F. (2000). Some questions you may ask about phonics. Hwa Kang Journal of Foreign Language and Literature, 7, 161-172..
Hu, C. F., & Kai, I-Hsin. (2000). Training phonemic awareness: Some theoretical and practical concerns. Proceedings of the Seventeenth Conference on English Teaching and Learning in the Republic of China (pp 506-516). Taipei: Crane.
Liberman, I.Y., Shankweiler, D., Fischer, F.W. & Carter, B. (1974). Expicit syllable and phoneme segmantation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
Lonigan, C. J., Burgess, S. R. Anthonry, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal Of Educational Psychology, 90(2), 294-311.
MacDonald, G. W., & Cornwall, A. (1995). The Relationship between Phonological Awareness and Reading and Spelling Achievement Eleven Years Later. Journal of Learning Disabilities, 28(8), 523-527.
McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational, 87, 179-192.
Mody, M. (2003). Phonological Basis in Reading Disability: A Review and Analysis of the Evidence. Reading and Writing: An Interdisciplinary Journal , 16, 21-39.
O`Connor, R. E., Notari-Syverson, A. R., & Vadasy, P F. (1996). Ladders to literacy: the effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63, 117.
Rayner, K., & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ : Prentice Hall.
Shu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: knowledge of orthography-phonology relationship in the character acquisition of Chinese children. Journal Of Educational Psychology, 92(1), 56-62.
Stuart, M. (1999). Getting ready for reading: Early phonemic awareness and phonic teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69,587-605.
Torgesen, J. K. & Mathes, P.G. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Dustin: Pro-ed.
Tunmer, W.E., Herriman, M. L., & Nesdale, A.R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23(2), 134-158.
Yopp, H. K. (1988). The validity and reliability of phonemics awareness tests. Reading Research Quarterly, 23(2), 159-177.
Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49(1), 20-29.
描述: 碩士
國立政治大學
幼兒教育所
90157004
92
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0901570041
資料類型: thesis
Appears in Collections:學位論文

Files in This Item:
File Description SizeFormat
57004101.pdf52.46 kBAdobe PDF2View/Open
57004102.pdf16.86 kBAdobe PDF2View/Open
57004103.pdf17.27 kBAdobe PDF2View/Open
57004104.pdf69.95 kBAdobe PDF2View/Open
57004105.pdf171.92 kBAdobe PDF2View/Open
57004106.pdf132.64 kBAdobe PDF2View/Open
57004107.pdf137.32 kBAdobe PDF2View/Open
57004108.pdf1.77 MBAdobe PDF2View/Open
57004109.pdf143.94 kBAdobe PDF2View/Open
57004110.pdf85.76 kBAdobe PDF2View/Open
57004111.pdf354.58 kBAdobe PDF2View/Open
Show full item record

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.