| dc.contributor.advisor | 余明忠 | zh_TW |
| dc.contributor.advisor | Yu, Ming-chung | en_US |
| dc.contributor.author (作者) | 朱嘉鳳 | zh_TW |
| dc.contributor.author (作者) | Chu, Chia-feng | en_US |
| dc.creator (作者) | 朱嘉鳳 | zh_TW |
| dc.creator (作者) | Chu, Chia-feng | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 14-九月-2009 12:18:01 (UTC+8) | - |
| dc.date.available | 14-九月-2009 12:18:01 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-九月-2009 12:18:01 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0929510112 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31820 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 92951011 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 對以英語為外語學習的台灣學生而言，傳統的發音輔助系統在國中階段是以K.K.音標為主，而目前國小階段的發音輔助系統是藉由字母拼讀法，本研究旨在探討字母拼讀法與K.K.音標對台灣六年級學生在單字發音效益比較之研究。 研究對象為台北市一所公立小學六年級二個班共62位學生，兩班隨機分成實驗組與控制組，實驗組施予K.K.音標教學，而控制組則施以字母拼讀法教學。實驗研究共進行一學期，實驗前給予兩組學生單字發音的口試測驗，實驗後再進行同一份口試測驗，並採用三種統計方法進行資料分析:敘述性統計、獨立樣本T 檢定與卡方檢定。資料分析結果顯示K.K.音標與字母拼讀法教學在單字發音上有顯著差異，受試者對於K.K.音標教學在整體單字發音的表現較有成效；在單音節與多音節以及規則與不規則字的發音上也較字母拼讀法教學有成效。此外，二組受試者在子音、母音、重音與音節的錯誤率比較上，僅在母音上呈現顯著差異，受試者輔以字母拼讀法教學在母音的錯誤率較K.K.音標教學高，而錯誤似乎是受到字母拼讀法規則類化的影響。 最後，由此研究結果提出對國小六年級學生在單字發音教學的建議，期盼對國小六年級英語教師與學生在單字發音的教與學上有所助益。 | zh_TW |
| dc.description.abstract (摘要) | To facilitate word pronunciation for EFL students in Taiwan, K.K. phonetic symbols have been used in junior high schools for decades whereas phonics has been introduced in elementary schools. The purpose of the study is to examine which method, phonics or K.K. phonetic symbols, is more effective in teaching word pronunciation for sixth graders who have had three years of formal English education at public schools. The participants in this study were two classes of 62 sixth graders in Taipei city. Two classes were randomly assigned to the experimental group who received the instruction of K.K. phonetic symbols for a semester while the control group who received the instruction of phonics. The oral task of students’ production abilities on word pronunciation designed by the researcher was used as the instrument to collect the data. The data collected was analyzed by three statistical methods, including descriptive statistics, independent sample t-test and chi-square. The results showed that students receiving K.K. phonetic symbols instruction outperformed those who received phonics instruction on overall, monosyllabic, polysyllabic, regular and irregular word pronunciation. Additionally, it is found that students with the instruction of phonics made more vowel errors. The segmental errors in the phonics group may result from the effect of phonics generalization. Based on the findings, this study proposes some pedagogical implications for sixth grade English teachers to better facilitate students’ learning on English word pronunciation. | en_US |
| dc.description.tableofcontents | Chapter 1 Introduction 1.1 The Setting 1 1.2 The Need of the Study 3 1.3 Purpose of the Study 6 1.4 Significance of the Study 7 Chapter 2 Literature Review 9 2.1 Pronunciation Teaching in TESOL 9 2.2 The Content of Pronunciation Teaching 11 2.2.1 Segment of Pronunciation 11 2.2.2 Suprasegment of Pronunciation 11 2.3 Concepts of Phonics 13 2.3.1 The Practice of Phonics in the United States 14 2.3.2 The Practice of Phonics in Taiwan 16 2.4 Orthography and Pronunciation 18 2.4.1 The Nature of English Orthography 18 2.4.2 English Orthography vs. Pronunciation 20 2.5 Concepts of K.K. Phonetic Symbols 22 2.6 Previous Studies Related to Word Pronunciation 23 2.6.1 Studies Conducted in Other EFL Countries 23 2.6.2 Studies Conducted in Taiwan 25 2.7 Research Questions 30 2.8 Research Hypotheses 30 Chapter 3 Methodology 32 3.1 Participants 32 3.2 Instruments 34 3.2.1 Testing Materials 34 3.2.1.1 Oral Production Task 35 3.2.1.2 Scoring Criteria for Oral Production Task 37 3.2.2 Teaching Materials 37 3.3 Procedure 38 3.3.1 Classroom Setting 38 3.3.2 Teaching Process 38 3.3.3 Testing Process 40 3.4 Data Analysis 40 Chapter 4 Results 42 4.1 Comparison on the Effectiveness of Overall Words 42 4.2 Comparison on the Effectiveness of Different Types of Words 44 4.2.1 Comparison on the Effectiveness of One-Syllable Words 44 4.2.2 Comparison on the Effectiveness of Two-Syllable Words 45 4.2.3 Comparison on the Effectiveness of Three-Syllable Words 46 4.2.4 Comparison on the Effectiveness of Regular Words 47 4.2.5 Comparison on the Effectiveness of Irregular Words 48 4.3 Segmental and Suprasegmental Errors of the Two Groups 49 4.3.1 Comparison on the Error Rate of Consonants 50 4.3.2 Comparison on the Error Rate of Vowels 56 4.3.3 Comparison on the Error Rate of Syllabification 61 4.3.4 Comparison on the Error Rate of Stress 64 4.3.5 Major Segmental Errors of the Two Groups 68 4.3.5.1 Major Segmental Errors of the Control Group 68 4.3.5.2 Major Segmental Errors of the Experimental Group 70 Chapter 5 Discussion 71 5.1 Comparison on the Effectiveness of the Two Methods 71 5.1.1 Comparison on the Effectiveness of Overall Words 71 5.1.2 Comparison on the Effectiveness of Monosyllabic and Polysyllabic Words 75 5.1.3 Comparison on the Effectiveness of Regular and Irregular Words 79 5.2 Comparison on Segmental and Suprasegmental Errors of the Two Groups 82 5.2.1 Comparison on the Error Rate of Consonants 82 5.2.2 Comparison on the Error Rate of Vowels 84 5.2.3 Comparison on the Error Rate of Syllabification 86 5.2.4 Comparison on the Error Rate of Stress 88 5.3 Major Segmental Errors of the Two Groups 90 5.3.1 Major Segmental Errors of the Phonics Group 90 5.3.2 Major Segmental Errors of the K.K. Group 91 Chapter 6 Conclusion 93 6.1 Summary of the Findings 93 6.2 Pedagogical Implications 97 6.3 Limitations and Problems of the Study 99 6.4 Suggestions for Future Research 101 References 104 Appendixes 111 Appendixes Appendix A Oral Production Task (Pretest) 111 Appendix B Test Words to the Corresponding Sound 112 Appendix C Oral Production Task (Posttest for the Experimental Group) 114 Appendix D Teaching Schedule for the Control (Phonics) Group 115 Appendix E Teaching Schedule for the Experimental (K.K.) Group 117 Appendix F Lesson Plan for the Control (Phonics) Group 119 Appendix G Lesson Plan for the Experimental (K.K.) Group 120 Appendix H The Most Common Spelling of 44 English Sounds 121 List of Tables Table 1 Independent-Sample t-Test Results of the Pretest of the Two Groups 33 Table 2 Independent-Sample t-Test Results of the Posttest of the Two Groups on Overall Words 43 Table 3 Independent-Sample t-test Results of the Posttest of the Two Groups on One-Syllable Words 44 Table 4 Independent-Sample t-Test Results of the Posttest of the Two Groups on Two-Syllable Words 45 Table 5 Independent-Sample t-Test Results of the Posttest of the Two Groups on Three-Syllable Words 46 Table 6 Independent-Sample t-Test Results of the Posttest of the Two Groups on Regular Words 47 Table 7 Independent-Sample t-Test Results of the Posttest of the Two Groups on Irregular Words 48 Table 8 Error Frequency and Percentage of Consonants for the Two Groups 50 Table 9 Error Frequency of the Two Consonant Types for the Two Groups 55 Table 10 Error Frequency and Percentage of Vowels for the Two Groups 56 Table 11 Error Frequency of the Four Vowel Types for the Two Groups 59 Table 12 Standardized Residuals for the Error Frequency of the Four Vowel Types of the Two Groups 61 Table 13 Error Frequency and Percentage of Syllabification for the Two Groups 61 Table 14 Error Frequency of Three Syllabification Types for the Two Groups 64 Table 15 Error Frequency and Percentage of Stress for the Two Groups 65 Table 16 Error Frequency of the Two Stress Types for the Two Groups 67 Table 17 Major Segmental Errors of the Control (Phonics) Group 69 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0929510112 | en_US |
| dc.subject (關鍵詞) | 發音教學 | zh_TW |
| dc.subject (關鍵詞) | 字母拼讀法 | zh_TW |
| dc.subject (關鍵詞) | K.K.音標 | zh_TW |
| dc.subject (關鍵詞) | Pronunciation Teaching | en_US |
| dc.subject (關鍵詞) | Phonics | en_US |
| dc.subject (關鍵詞) | K.K. Phonetic Symbols | en_US |
| dc.title (題名) | 字母拼讀法與K.K.音標對台灣六年級學生在單字發音效益比較之研究 | zh_TW |
| dc.title (題名) | A Comparison Study on the Effectiveness of Teaching English Phonics and K.K. Phonetic Symbols on Word Pronunciation | en_US |
| dc.type (資料類型) | thesis | en |
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