Please use this identifier to cite or link to this item:
The Effects of Applying Phonics Instruction and Word Analysis to Vocabulary Teaching in EFL Classes
Shih, Wen Hsien
Lin, Po Ying
Shih, Wen Hsien
|Issue Date:||2016-05-09 16:58:29 (UTC+8)|
This study explores the effects of application of phonics instruction and word analysis on vocabulary instruction in National Army Senior High School. Like many EFL Chinese students, a great majority of students in the NASH school have a hard time learning English, especially on vocabulary. Without being instructed with efficient strategies to tackle English words, students find it difficult to memorize and learn vocabulary. In the long run, they are severely limited in English vocabulary capacity and that results in the disability to read or write. The main purpose of this study is to apply both phonics instruction and word analysis to vocabulary teaching to promote the students’ vocabulary ability and regain their confidence and interest in learning English.
The preliminary questions to be investigated are as follows:
(1) How can the phonics instruction and word analysis facilitate students’ vocabulary learning?
(2) To what extent does the combined approach help students?
(3) What are the possible limitations of phonics instruction and word analysis in vocabulary teaching?
Eighty-eight first-grade students at the school were picked out randomly to participate in the empirical program during the first semester of the 90th school year. The research methods included pretest and posttest, questionnaires and tape transcription. It was found that phonics instruction facilitates students’ pronunciation ability, whereas word analysis skills help students much on attacking English new words’ meaning. By learning the combined approach, most of the students, who were much afraid of and lost confidence in English since their junior high school years and on, knew how to pronounce words easier than before and realized that vocabulary capacity could be expanded by analyzing those analyzable words. They regained confidence and interest in learning English through the instruction process.
The thesis is intended to give high school teachers a chance to rethink about vocabulary learning strategies, especially for those students who are at low proficiency. It is much hoped that learning vocabulary with appropriate methods can bring a success to language learners by providing empirical data and useful suggestions.
|Reference:||Adams, M. (1990). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.
Bauer, L (1983). English word-formation. Cambridge: Cambridge University Press.
Blevins, W., (1998). Phonics from A to Z. New York: Scholastic.
Chall, J. S. (1996). Stages of reading development. Orlando, FL: Harcourt.
Chall, J. S., & H. Popp. (1996). Teaching and assessing phonics: why, what, when, how. Cambridge, MA: Educators Publishing Service.
Chou, C. T. (2002, July 1). Scholar’s comment on current English teaching. United Daily News. sec.15
Cunningham, P.M. (1995). Phonics they use: words for reading and writing. New York: Harper Collins.
Durkin, D. (1981). Strategies for identifying words: a workbook for teachers and those preparing to teach. Boston, Mass.: Allyn and Bacon.
Ehri, L. C. (1995). Phases of development in reading word. Journal of research in reading, 18, 116-125.
Ehri, L. C., & McCormick, S. (1998). Phases of word learning: implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14, 145-146.
Eldredge, J. L. (1995). Teaching decoding in holistic classrooms. Englewood Cliffs, NJ: Merrill.
Golinkoff, R. M. (1978). “Phonemic awareness skills and reading achievement.” In The Acquisition of Reading: Cognitive, Linguistic, and Perceptual Prerequisites, ed. F. B. Murray and J. H. Pikulshi. Baltimore, MD: University Park.
Groff, P. (1989). Modern phonics instruction. ERIC Document Reproduction Service No. ED328900.
Gunning, T. G. (1988). Teaching phonics and other word attack skills. Springfield, Ill.: Charles Thomas.
Haynes, M. E. (1989). Individual differences in Chinese readers of English: Orthography and reading. A Ph.D. dissertation of Michigan State University.
Heilman, A. W. (1998). Phonics in proper perspective, 8th ed. Columbus: Merrill.
Hill III, C. E. (1980). Beginning readers’ knowledge of orthographic patterns in word recognition. A Ph.D. dissertation of University of California, Los Angeles.
Juel, C. (1983). The development and use of mediated word identification. Reading Research Quarterly, 18, 306-327.
Juel, C., P. Griffith, & P. Gough. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78.
Just, M. A., & P. A. Carpenter. (1987). The psychology of reading and language comprehension. Boston, Mass.: Allyn and Bacon.
Keen, D. (1994). Developing vocabulary skills. 2nd ed. Boston, Mass.: Heinle & Heinle.
Nation, I. S. P. (1990). Teaching vocabulary. Boston, Mass.: Heinle & Heinle.
Paulu, N. (1988). What we know about phonics. Research in brief. ERIC Document Reproduction Service No. Ed 297298.
Pratt, A., & S. Brady (1988). Relation of phonological awareness to reading disability in children and adults. Journal of educational psychology, 80, 319-323.
Resnick, L., & I. Beck. (1976). Designing instruction in reading: initial reading. Readings on Reading Instruction, ed. A. J. Harris and E.R. Sipay. New York: Longman.
Richards, J. C., J. Platt, & H. Platt (1992). Longman dictionary of language teaching & applied linguistics. 2nd ed. Great Britain: Longman.
Sloat, C & S. Taylor. (1985). The structure of English words. 3rd ed. Dubuque: Kendall/Hunt Publishing Company.
Stahl, S. (1992). Saying the “p” word: nine guidelines for exemplary phonics instruction. The Reading Teacher, 45(8).
Stahl, S., J. Osborn, & P. D. Pearson. (1992). The effects of beginning reading instruction: six teachers in six classrooms. Unpublished paper. University of Illinois at Urbana-Champaign.
Wong, M. (2001). Go for reading comprehension and vocabulary. Primary3. Hong Kong: Longman.
Huang, Z. L. (1999). 黃自來。 Phonics Instruction and Word Recognition. 英語詞彙形音義三合一教學法。 台北：文鶴。
Hsieh, L. T. (1995). 謝良足。 <中國學生解讀英文字之錯誤分析> <<第四屆中華民國英語文國際研討會論文集>>
Chen, C.Y. (2000). 陳瓊玉。 On Sound Symbolism: Its Implications on English Pedagogy. 論語音表義兼談其在應予教學上之啟示。 台北：文鶴。
|Appears in Collections:||[英語教學碩士在職專班] 學位論文|
Files in This Item:
All items in 學術集成 are protected by copyright, with all rights reserved.