政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/95395
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 109952/140887 (78%)
造访人次 : 46294821      在线人数 : 1380
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/95395


    题名: 國小字母拼讀法教學與其教學順序之研究
    English Phonics Instruction and Its Teaching Sequence for Elementary School Students in Taiwan
    作者: 林美瑩
    Lin, Mei Ying
    贡献者: 林伯英
    Lin, Bo Ying
    林美瑩
    Lin, Mei Ying
    日期: 2002
    上传时间: 2016-05-09 16:10:29 (UTC+8)
    摘要: 　　本篇論文旨在提供適合台灣小學教育之字母拼讀法（phonics）教學及其教學順序。本研究依循兩個方向進行：其一、係著手研究三位英語學者(Flesch, 1955; Gattegno, 1976; Gunning 1996)對字母拼讀法教學及教學順序之意見；其二、係採問卷法，調查台北市國小英語教師所選用之教材、教學法、教學順序及困難等。研究結果顯示，我國學生適用「分析─合成式教學法」(implicit-explicit phonics instruction)來進行字母拼讀法教學，在教學順序上，則宜先區分「字母名稱」(letter name)、「字母形式」(letter form)及「字母語音」(letter sound)三個概念，在教完26個字母之名稱及形式後，再教字母形式與語音的相對應規則。字母語音的教學順序又以五個短母音(short vowel sound)為先，接著分別是子音(consonant sound)、子音二合字母(consonant digraph)、子音音群(consonant cluster)、長母音(long vowel sound)、母音二合字母(vowel digraph)及r母音(r vowel)。不規則發音之字，則以同音字群法(phonogram; word families)來教學。在開始教字母語音時，也同時教授「視覺字彙」(sight words)，藉此彌補許多常用之英文生字卻為不規則發音所產生的問題。
    　　This study aims to provide suitable phonics instruction and teaching sequence for elementary school students in Taiwan. The study is conducted from two directions: First, views from three native English scholars (Flesch, 1955; Gattegno, 1976; Gunning 1996) are analyzed. Second, a questionnaire survey is conducted to elementary schools in Taipei city, to find out the most frequently used phonics materials, phonics instruction, teaching sequence, and its difficulties, etc. The results show that implicit-explicit phonics instruction can be used in phonics teaching. It is also necessary to distinguish the concepts among letter names, letter forms, and letter sounds. It is suggested that letter sounds should not be taught until the letter names and forms (the alphabet) are taught. The teaching sequence for letter sounds is short vowel sounds first, followed by consonant sounds, consonant digraphs, consonant clusters, long vowel sounds, vowel digraphs, and r vowels respectively. Irregular spellings can be taught last using phonograms (word families). Sight words should be taught with letter sounds to solve the problems caused by high-frequency words which do not follow phonics rules.
    參考文獻: REFERENCES
    Adams, Marilyn Jager. 1990. Beginning to Read: Thinking and Learning about Print. Cambridge, Mass.: MIT Press.
    Albert, Elaine. 1994. Phonics for Learning How to Read. U.S. Dept. of Education Office of Educational Research and Improvement (OERI). (ERIC Document Reproduction Service No. ED 370078)
    Anthony, Edward M. 1963. “Approach, method and technique.” English Language Teaching, 17: 63-67.
    Aukerman, Robert C. 1984. Approaches to Beginning Reading, 2nd ed. NY: John Wiley & Sons.
    Baer, G. T. 1991. Self-paced Phonics: A Text for Education. NY: Macmillan.
    Chall, Jeanne S. 1967. Learning to Read: The Great Debate. NY: McGraw-Hill.
    ---. 1983. Learning to Read: The Great Debate, updated ed. NY: McGraw-Hill.
    Crystal, David. 1987. The Cambridge Encyclopedia of the English language. Cambridge: Cambridge University Press.
    Cleary, L. M. & M. D. Linn. 1993. Linguistics for Teachers. Singapore: McGraw-Hill.
    Durkin, Dolores. 1987. Teaching Young Children to Read, 4th ed. Boston: Allyn and Bacon.
    ---. 1993. Teaching Them to Read, 6th ed. Boston: Allyn and Bacon.
    Ehri, L. C. 1991. “Development of the Ability to Read Words.” Handbook of Reading Research, vol. II, eds. R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson, 383-417. NY: Longman.
    Flesch, Rudolf. 1955. Why Johnny Can``t Read: And What You Can Do About It. NY: Harper and Brothers.
    ---. 1981. Why Johnny Still Can’t Read: A New Look at the Scandal of Our Schools. NY: Harper and Brothers.
    Frazier, K., B. Hoskins, and R. Nakata. 1998. Let’s Go Starter. HK: Oxford University Press.
    ---. 1992. Let’s Go. Level One. HK: Oxford University Press.
    ---. 1993. Let’s Go. Level Two. HK: Oxford University Press.
    ---. 1994. Let’s Go. Level Three. HK: Oxford University Press.
    ---. 1995. Let’s Go. Level Four. HK: Oxford University Press.
    Frazier, K., B. Hoskins, and E. Kisslinger. 1996. Let’s Go. Level Five. HK: Oxford University Press.
    ---. 1996. Let’s Go. Level Six. HK: Oxford University Press.
    Fromkin, Victoria and Robert Rodman. 1993. An Introduction to Language, 5th ed. NY: Harcourt Brace College.
    Gattegno, C. 1962. Words in Color: Background and Principles. Chicago: Encyclopaedia Britannica Press.
    Gattegno, C. (1976). The Common Sense of Teaching Foreign Languages. (Yang Yu-wen, Trans.). New York: Educational Solutions. (Original work published 1976).
    Groff, P. 1986. “The Maturing of Phonics Instruction.” The Reading Teacher 39: 912-923.
    Gunning, Thomas G. 1992. Creating Reading Instruction for All Children, 1st ed. Boston: Allyn & Bacon.
    ---. 1996. Creating Reading Instruction for All Children, 2nd ed. Boston: Allyn & Bacon.
    Hanna, P. R., R. E. Hodge, & J. S. Hanna. 1971. Spelling Structure and Strategies. Boston: Houghton Miffin.
    Hsu, Li-hsin. 許儷馨. 2000. A Study on Phonics and Phonetic Symbols in ELT. M.A. Thesis, National Taiwan Normal University.
    Hull, Marion A. and Barbara J. Fox. 1998. Phonics for the Teacher of Reading, Programmed for Self-instruction, 7th ed. Upper Saddle River, N.J.: Merrill.
    Hung, Shu-kui. 洪淑貴. 1998. A Comparison of Two Methods: K. K. Phonetic Symbols and Phonics, in Teaching English to Children. M.A. Thesis, National Kaohsiung Normal University.
    Kenstowicz, Micahel. 1994. Phonology in Generative Grammar. Ma: Blackwell.
    Kenyon, John Samuel and Thomas Albert Knott. 1953. A Pronouncing Dictionary of American English. MASS: G. & C. Merriam Company.
    Lapp, Diane and James Flood. 1986. Teaching Students to Read. NY: Macmillan.
    ---. 1992. Teaching Reading to Every Child, 3rd ed. NY: Macmillan.
    Lewkowicz, N. K. 1980. “Phonemic Awareness Training: What to Teach and How to Teach It.” Journal of Educational Psychology, 72(5): 686-700.
    Long, Michael H., and Jack C. Richards, eds. 1987. Methodology in TESOL. Massachusetts: Heinle & Heinle.
    Marchbanks, B., & Levin, H. 1965. “Cues by Which Children Recognize Words.” Journal of Educational Psychology, 56 (Sep.): 57-61.
    Mathews, Mitford M. 1967. Teaching to Read: Historically Considered. Chicago : University of Chicago Press.
    McCracken, Marlene J. and Robert A. McCracken. 1996. Spelling Through Phonics, 2nd ed. Canada: Peguis Publishers.
    Ministry of Education. 2001. The Ministry of Education 1999 Progress Report. On-line. Available: http://www.edu.tw/english/index.htm
    O`Grady, William Delaney, and Michael Dobrovolsky. 1996. Contemporary Linguistic Analysis: An Introduction, 3rd ed. Toronto: Copp Clark.
    Osborn, J., S. Stahl, and M. Stein. 1997. Teachers’ Guidelines for Evaluating Commercial Phonics Packages. Newark, DE: International Reading Association.
    Richards, Jack C., John Platt, and Heidi Platt. 1992. Dictionary of Language Teaching & Applied Linguistics, 2nd ed. Singapore: Longman.
    Richards, Jack C., and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching, 2nd ed. NY: Cambridge.
    Riedler, Carole R. 1962. A Content Analysis of Reviews of Rudolf Flesch’s Book: Why Johnny Can’t Read. Unpublished graduate research seminar paper, The School of Education, The City College, The City University of New York.
    Share, David L. 1995. “Phonological Recoding and Self-teaching: Sine Qua Non of Reading Acquisition.” Cognition, 55(2):151-218.
    Stahl, S. A. Osborne, J., and F. Lehr. 1990. Beginning to Read: Thinking and Learning about Print: A Summary. Urbana, IL: Center for the Study of Reading, University of Illinois at Urbana Champaign.
    Sun, Cecilia Shu-huei. 孫淑惠. 1991. American English Phonetics, 2nd ed. Taipei: Crane Publishing.
    Wagstaff, Janiel M. 1994. Phonics That Work!: New Strategies for the Reading/Writing Classroom. NY: Scholastic.
    Wolfram, W. and R. Johnson. 1982. Phonological Analysis: Focus on American English. Englewood Cliffs, NJ: Prentice-Hall.
    台北市國民小學英語科教學資料庫 (Taipei English education)。2001。課程綱要─高年級閱讀教學目標 [線上資料]。取自: http://www.laes.tp.edu.tw/en/
    林至誠 (Lin, Zhi-cheng)。1999。〈字母之後、拼音之前：談字母拼讀之前置練習〉。《英語教學》。23(3): 15-22。臺北：英語教學雜誌社
    施玉惠（Shih, Yu-hui）主編。2001。《國民中小學英語教學活動設計及評量指引》。台北：教育部員工消費合作社。
    孫蕙文 (Sun, Hui-wen)。2000。《英語科phonics教材選用規準與實際應用成效之研究》。國立台南師範學院國民教育研究所碩士論文。
    郭鳳蘭（Kuo, Feng-lan）。2000。〈Phonics教學成效之探討〉。《第九屆中華民國英語文教學國際研討會論文集》。606-615。台北：文鶴。
    教育部 (Ministry of Education)。2001。國民中小學九年一貫課程綱要─語文領域 [線上資料]。取自: http://teach.eje.edu.tw/E-rule/E-main-frame.htm
    陳新雄，竺家寧，姚榮松，羅肇錦，孔仲溫，吳聖雄 編。1989。《語言學辭典》。台北：三民。
    黃自來（Huang, Zi-lai）。1999。《英語詞彙形音義三合一教學法》。台北：文鶴。
    ---。1992。《理論與應用語言學英漢辭典》。台北：文鶴。
    描述: 碩士
    國立政治大學
    語言學研究所
    87555006
    資料來源: http://thesis.lib.nccu.edu.tw/record/#A2010000142
    数据类型: thesis
    显示于类别:[語言學研究所] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    index.html0KbHTML2548检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈