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題名 採用圖畫故事書閱讀的直接自然發音教學對小學生英語語音意識和學習動機影響之個案研究
A case study on the impact of the explicit phonics instruction course with picture storybooks reading on a young learner’s phonological awareness and learning motivation
作者 劉奕伶
Liu, I-Ling
貢獻者 余明忠
Yu, Ming-Chung
劉奕伶
Liu, I-Ling
關鍵詞 直接發音教學法
圖畫故事書閱讀
英語語音意識
學習動機
Explicit phonics instruction
Picture storybooks reading
Phonological awareness
Learning motivation
日期 2023
上傳時間 1-Sep-2023 16:29:30 (UTC+8)
摘要 這個質性研究主要是研究採用圖畫故事書閱讀的直接發音教學法對
小學生的英語語音意識和學習動機影響，並且闡述這位三年級小學生及其媽媽對此融合式發音教學法教學的看法。許多語言學者指出若沒有清楚有系統的自然發音教學，很多學生會缺乏足以架構他們在小小年紀便成為具備閱讀能力的人所需語音知識；雖然自然發音教學是閱讀教學不可或缺的元素，然而單靠此教學法不足以培養出閱讀能力。研究者實施這個融合式發音教學課程是為了幫助補習班裡這位美語學習落後學生習得字母字音對應的發音知識，並且更進一步讓他透過閱讀許多難度適中的圖畫故事書來練習已學過的發音規則成為具備閱讀能力的人。
研究者進行此研究課程的地點是位於台北市的一家美語補習班，研究課程包括十二堂清楚而有系統的自然發音教學以及八堂採用簡單易讀的圖畫故事書閱讀的複習發音規則的課程。參與這個研究課程的學生是從補習班裡選出的一位英文學習落後的國小三年級學生，因為他在閱讀新的單字與學過的單字拼字上有困難，所以研究者希望藉由此自然發音課程幫助他擺脫學習落後之處境。
在這個研究裡，研究者收集了這位學生的英語語音意識前後測成績、研究者省思日誌以及訪談學生及其家長對融合式自然發音課程的看法等資料來進行質性分析研究。有了這些描述性為主的分析資料，研究者便可對採用圖畫故事書閱讀的直接發音教學法對小學生的英語語音意識和學習動機的影響有整體了解。
研究的結果顯示了採用圖畫故事書閱讀的直接發音教學法對英文學習小學生的語音意識和學習動機有顯著提升。此外，研究結果也顯示參與實驗的學生及其家長皆對此發音教學課程抱持相當正面的態度與想法。
This qualitative study aims to explore the effects of an explicit phonics instruction course with picture storybooks on young learners` English phonological awareness and motivation to learn English.
Bast (2013) indicated that without explicit phonics instruction, many students might lack the scaffolding needed to become strong readers at an early age. Moreover, Adams (1994) asserted that phonics instruction is an essential component of reading instruction but is not enough by itself to teach young students to read. Therefore, the study implemented a phonics instruction course to help the participant acquire concepts of letter-sound relationships and practice phonics rules through reading easy-reading picture storybooks, ultimately becoming strong readers.
The explicit phonics instruction course with picture storybooks reading took place at a language cram school in Taipei City and was conducted over four months. It included twelve explicit phonics teaching classes and eight implicit phonics teaching classes through picture storybooks reading. The participant in this research was a third-grade boy recruited from the language cram school. Due to the participant`s difficulties in reading new words and spelling learned words, the researcher chose him as the participant in order to help him overcome the label of being a low-achiever in English learning.
In this study, all the collected data, including the pretest and post test scores of Phonological Awareness, the researcher`s reflection journals, and interviews with the participant and the parent, were mainly analyzed qualitatively. Through descriptive analysis of the data, the researcher gained an overall understanding of the effects of explicit phonics instruction with picture storybooks reading on young English learners at the language cram school.
The results of the study demonstrated that the participant showed significant improvement on the post test of Phonological Awareness after completing the phonics instruction course. Furthermore, the study`s results also indicated a positive change in the participant`s motivation to learn English, and the participant`s mother had a positive perception of the integrative phonics course in the study.
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Linguarum, 9-20. Retrieved from
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描述 碩士
國立政治大學
英語教學碩士在職專班
104951015
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951015
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (Authors) 劉奕伶zh_TW
dc.contributor.author (Authors) Liu, I-Lingen_US
dc.creator (作者) 劉奕伶zh_TW
dc.creator (作者) Liu, I-Lingen_US
dc.date (日期) 2023en_US
dc.date.accessioned 1-Sep-2023 16:29:30 (UTC+8)-
dc.date.available 1-Sep-2023 16:29:30 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2023 16:29:30 (UTC+8)-
dc.identifier (Other Identifiers) G0104951015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/147301-
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 (描述) 104951015zh_TW
dc.description.abstract (摘要) 這個質性研究主要是研究採用圖畫故事書閱讀的直接發音教學法對
小學生的英語語音意識和學習動機影響，並且闡述這位三年級小學生及其媽媽對此融合式發音教學法教學的看法。許多語言學者指出若沒有清楚有系統的自然發音教學，很多學生會缺乏足以架構他們在小小年紀便成為具備閱讀能力的人所需語音知識；雖然自然發音教學是閱讀教學不可或缺的元素，然而單靠此教學法不足以培養出閱讀能力。研究者實施這個融合式發音教學課程是為了幫助補習班裡這位美語學習落後學生習得字母字音對應的發音知識，並且更進一步讓他透過閱讀許多難度適中的圖畫故事書來練習已學過的發音規則成為具備閱讀能力的人。
研究者進行此研究課程的地點是位於台北市的一家美語補習班，研究課程包括十二堂清楚而有系統的自然發音教學以及八堂採用簡單易讀的圖畫故事書閱讀的複習發音規則的課程。參與這個研究課程的學生是從補習班裡選出的一位英文學習落後的國小三年級學生，因為他在閱讀新的單字與學過的單字拼字上有困難，所以研究者希望藉由此自然發音課程幫助他擺脫學習落後之處境。
在這個研究裡，研究者收集了這位學生的英語語音意識前後測成績、研究者省思日誌以及訪談學生及其家長對融合式自然發音課程的看法等資料來進行質性分析研究。有了這些描述性為主的分析資料，研究者便可對採用圖畫故事書閱讀的直接發音教學法對小學生的英語語音意識和學習動機的影響有整體了解。
研究的結果顯示了採用圖畫故事書閱讀的直接發音教學法對英文學習小學生的語音意識和學習動機有顯著提升。此外，研究結果也顯示參與實驗的學生及其家長皆對此發音教學課程抱持相當正面的態度與想法。		zh_TW
dc.description.abstract (摘要) This qualitative study aims to explore the effects of an explicit phonics instruction course with picture storybooks on young learners` English phonological awareness and motivation to learn English.
Bast (2013) indicated that without explicit phonics instruction, many students might lack the scaffolding needed to become strong readers at an early age. Moreover, Adams (1994) asserted that phonics instruction is an essential component of reading instruction but is not enough by itself to teach young students to read. Therefore, the study implemented a phonics instruction course to help the participant acquire concepts of letter-sound relationships and practice phonics rules through reading easy-reading picture storybooks, ultimately becoming strong readers.
The explicit phonics instruction course with picture storybooks reading took place at a language cram school in Taipei City and was conducted over four months. It included twelve explicit phonics teaching classes and eight implicit phonics teaching classes through picture storybooks reading. The participant in this research was a third-grade boy recruited from the language cram school. Due to the participant`s difficulties in reading new words and spelling learned words, the researcher chose him as the participant in order to help him overcome the label of being a low-achiever in English learning.
In this study, all the collected data, including the pretest and post test scores of Phonological Awareness, the researcher`s reflection journals, and interviews with the participant and the parent, were mainly analyzed qualitatively. Through descriptive analysis of the data, the researcher gained an overall understanding of the effects of explicit phonics instruction with picture storybooks reading on young English learners at the language cram school.
The results of the study demonstrated that the participant showed significant improvement on the post test of Phonological Awareness after completing the phonics instruction course. Furthermore, the study`s results also indicated a positive change in the participant`s motivation to learn English, and the participant`s mother had a positive perception of the integrative phonics course in the study.		en_US
dc.description.tableofcontents Acknowledgements ⅰ
Chinese Abstract ii
Abstract ⅲ
Table of Contents ⅴ
Chapter One: Introduction 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 3
1.3 Significance of the study 4
Chapter Two: Literature Review 5
2.1 Phonological Awareness 5
2.1.1 Definitions of Phonological Awareness 5
2.1.2 The Instruction of Phonological Awareness 7
2.2 Learning Motivation 8
2.2.1 Definitions of Learning Motivation 8
2.2.2 The Types of Learning Motivation 9
2.3 Explicit Phonics Instruction 10
2.3.1 Background 10
2.3.2 Significance of Explicit Phonics Instruction 11
2.4 Picture storybooks Reading 12
2.4.1 Adventures of Picture Storybooks Reading 12
2.4.2 Picture Storybooks Reading and Language Learning 13
2.4.3 Picture Storybooks Reading and Learning Motivation 14
2.5 Research Questions 16
Chapter Three: Methodology 17
3.1 Introduction 17
3.2 The Cram School 18
3.3 Researcher’s Role in the Study 19
3.4 Participant 19
3.5 The Integrative Phonics Course 21
3.5.1 Explicit phonics Teaching 21
3.5.2 Implicit phonics Teaching 24
3.5.3 Related Teaching Activities 25
3.6 Instruments 26
3.6.1 Teaching Materials 26
3.6.2 Teacher’s Reflection Journals 28
3.6.3 Participant’s Interviews 29
3.6.4 Parent’s Interviews 30
3.6.5 Pretest and Post test of Phonological Awareness 31
3.7 Procedure of the Study 32
3.8 Data Analysis 33
3.8.1 Data coding and Analysis Source 34
3.8.2 Triangulation 34
Chapter Four: Results 36
4.1 Effects of the Study Course on Participant’s
Phonological Awareness 36
4.1.1 Detailed Description from Other Detailed Data 36
4.1.2 Comparison of the Pretest and Post test of
Phonological Awareness 41
4.2 Impact of the Study Course on the Participant’s Learning
Motivation 46
4.2.1 The Aspect of Extrinsic Motivation 46
4.2.2 The Aspect of Intrinsic Motivation 49
4.2.3 Teacher’s Instruction as a Motivating Factor 50
Chapter Five: Discussion 52
5.1 Explicit Phonics Instruction Course Makes English
Learning Easy 52
5.2 Authentic Picture Storybooks Make English Learning
Meaningful 56
5.3 Diverse Activities in the Study Course Make English
Learning Interesting 57
5.4 Parent’s Continuous Encouragement Makes the Participant
Confident 60
Chapter Six: Conclusion 63
6.1 Summary of the Study and Major Findings 63
6.2 Pedagogical Implications 65
6.3 Limitations of the Study 66
6.4 Suggestions for Future Studies 67
References 69
Appendices 75
Appendix A: Notice of the Study 75
Appendix B: Explicit Phonics Instruction Syllabus 76
Appendix C: Implicit Phonics Instruction Syllabus 78
Appendix D: Samples of Phonics Course Lesson Plan 79
Appendix E: Samples of Teacher’s Reflection Journals 81
Appendix F: The Parent’s Pre Interview 83
Appendix G: The Parent’s Post Interview 84
Appendix H: The Participant’s Pre Interview 85
Appendix I: The Pretest of Phonological Awareness 87
Appendix J: The Post test of Phonological Awareness 91		zh_TW
dc.format.extent 2897851 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951015en_US
dc.subject (關鍵詞) 直接發音教學法zh_TW
dc.subject (關鍵詞) 圖畫故事書閱讀zh_TW
dc.subject (關鍵詞) 英語語音意識zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) Explicit phonics instructionen_US
dc.subject (關鍵詞) Picture storybooks readingen_US
dc.subject (關鍵詞) Phonological awarenessen_US
dc.subject (關鍵詞) Learning motivationen_US
dc.title (題名) 採用圖畫故事書閱讀的直接自然發音教學對小學生英語語音意識和學習動機影響之個案研究zh_TW
dc.title (題名) A case study on the impact of the explicit phonics instruction course with picture storybooks reading on a young learner’s phonological awareness and learning motivationen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adams, M. J. (1990). Beginning to read: Thinking and learning about print.
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