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題名 運用字母拼讀法與字詞分析法於字彙教學之效用
The Effects of Applying Phonics Instruction and Word Analysis to Vocabulary Teaching in EFL Classes
作者 施文嫻
Shih, Wen Hsien
貢獻者 林伯英
Lin, Po Ying
施文嫻
Shih, Wen Hsien
日期 2002
上傳時間 9-May-2016 16:58:29 (UTC+8)
摘要 　　本研究旨在探討字母拼讀法與字詞分析法運用在高中英文字彙教學上的成效，並針對下列問題，作實驗後的考核與檢視：
     　　(1)在英文字彙學習上，結合字母拼讀法與字詞分析法的教學是否使學生更易於習得字彙？
     　　(2)結合字母拼讀法與字詞分析法的教學對學生字彙學習上的助益有多大？
     　　(3)運用字母拼讀法與字詞分析法所可能遇到的限制為何？
     　　希望此結合英文字彙形、音和義的教學方式以及研究的結果與發現，能對現行的中學英文字彙教學，有啟發與參考價值。
     　　參加本實驗的受試者為國立陸軍高級中學的兩個一年級班級，共計88位男同學。於每週三節英文課中，使用一節在其原班進行，共計16週。此實驗教學包括了前測、後測、問卷及錄音紀錄等。
     　　結果發現：結合字母拼讀法與字詞分析法的教學確實對學生助益頗大，且幫助學生克服了自國中以來對學習英文的恐懼，進而引發部分學生對英文學習的興趣。唯此實驗教學的限制在於：時間不足、學生缺乏自發學習以致無法將字母對應關係規則完全內化、以及字詞分析法對於具備相當基礎字彙的學生助益較大等。
     　　無論如何，希望此研究得以給予字彙教學新的啟示，尤其是提供學習緩慢、基本字彙能力無法建構的中學生實質的幫助。並衷心期盼更多教師投入不同字彙教學法及其成效的研究，以幫助學生有效且愉快地學習字彙，更進而產生學習英文的興趣。
　　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.
參考文獻 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.
     中文參考資料
     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。
     英語教材
     國民中學英語字母拼讀法練習本。2000。國立編譯館主編。
描述 碩士
國立政治大學
英語教學碩士在職專班
資料來源 http://thesis.lib.nccu.edu.tw/record/#A2010000338
資料類型 thesis
dc.contributor.advisor 林伯英zh_TW
dc.contributor.advisor Lin, Po Yingen_US
dc.contributor.author (Authors) 施文嫻zh_TW
dc.contributor.author (Authors) Shih, Wen Hsienen_US
dc.creator (作者) 施文嫻zh_TW
dc.creator (作者) Shih, Wen Hsienen_US
dc.date (日期) 2002en_US
dc.date.accessioned 9-May-2016 16:58:29 (UTC+8)-
dc.date.available 9-May-2016 16:58:29 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 16:58:29 (UTC+8)-
dc.identifier (Other Identifiers) A2010000338en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95767-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description.abstract (摘要) 　　本研究旨在探討字母拼讀法與字詞分析法運用在高中英文字彙教學上的成效，並針對下列問題，作實驗後的考核與檢視：
     　　(1)在英文字彙學習上，結合字母拼讀法與字詞分析法的教學是否使學生更易於習得字彙？
     　　(2)結合字母拼讀法與字詞分析法的教學對學生字彙學習上的助益有多大？
     　　(3)運用字母拼讀法與字詞分析法所可能遇到的限制為何？
     　　希望此結合英文字彙形、音和義的教學方式以及研究的結果與發現，能對現行的中學英文字彙教學，有啟發與參考價值。
     　　參加本實驗的受試者為國立陸軍高級中學的兩個一年級班級，共計88位男同學。於每週三節英文課中，使用一節在其原班進行，共計16週。此實驗教學包括了前測、後測、問卷及錄音紀錄等。
     　　結果發現：結合字母拼讀法與字詞分析法的教學確實對學生助益頗大，且幫助學生克服了自國中以來對學習英文的恐懼，進而引發部分學生對英文學習的興趣。唯此實驗教學的限制在於：時間不足、學生缺乏自發學習以致無法將字母對應關係規則完全內化、以及字詞分析法對於具備相當基礎字彙的學生助益較大等。
     　　無論如何，希望此研究得以給予字彙教學新的啟示，尤其是提供學習緩慢、基本字彙能力無法建構的中學生實質的幫助。並衷心期盼更多教師投入不同字彙教學法及其成效的研究，以幫助學生有效且愉快地學習字彙，更進而產生學習英文的興趣。		zh_TW
dc.description.abstract (摘要) 　　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.		en_US
dc.description.tableofcontents Acknowledgements-----iii
     TABLE OF CONTENTS-----iv
     Chinese Abstract-----vi
     English Abstract-----viii
     Chapter
     1. Introduction-----1
     　　1.1.Motivation-----1
     　　1.2.Purpose of the Study-----3
     　　1.3.Research Questions-----3
     　　1.4. Significance of the Study-----4
     2. Literature Review-----6
     　　2.1. Phases of Word Learning-----6
     　　2.2. Concepts of Phonics-----9
     　　　　2.2.1. Phonemic Awareness-----10
     　　　　2.2.2. Phonic Blending-----10
     　　　　2.2.3. Phonograms-----11
     　　　　2.2.4. Explicit and Implicit Phonic Instruction-----11
     　　　　2.2.5. Syllabication-----12
     　　　　2.2.6. Basic Phonics Rules-----13
     　　2.3. Concepts of Word Analysis-----21
     　　　　2.3.1. Morpheme-----23
     　　　　　　2.3.1.1. Characteristics of Morphemes-----23
     　　　　　　2.3.1.2. Components of Morphemes-----25
     　　　　2.3.2. Basic Morphological Rules-----30
     3. Research Design-----36
     　　3.1. Subjects-----36
     　　3.2. Instrument-----37
     　　　　3.2.1. Phonics Test-----37
     　　　　3.2.2. Word Analysis Test-----37
     　　　　3.2.3. Item Analysis-----38
     　　　　　　3.2.3.1. Phonics-----38
     　　　　　　3.2.3.2. Word Analysis-----42
     　　　　3.2.4. Questionnaire-----46
     　　3.3. Procedures-----47
     　　　　3.3.1.Phonics Instruction-----47
     　　　　3.3.2. Word Analysis Instruction-----48
     　　　　3.3.3. Questionnaire Survey-----50
     　　　　3.3.4. Interview of Students of Different Levels-----50
     4. Results and Discussion-----52
     5. Conclusion-----62
     　　5.1. Pedagogical Implications-----62
     　　5.2. Suggestions for Further Research-----63
     Appendices-----65
     References-----91		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#A2010000338en_US
dc.title (題名) 運用字母拼讀法與字詞分析法於字彙教學之效用zh_TW
dc.title (題名) The Effects of Applying Phonics Instruction and Word Analysis to Vocabulary Teaching in EFL Classesen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 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.
     中文參考資料
     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。
     英語教材
     國民中學英語字母拼讀法練習本。2000。國立編譯館主編。		zh_TW