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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/33434

    Title: 英文童謠教學對國小英語補救教學效能之研究
    The Effects of Nursery Rhyme Instruction on EFL Remedial Teaching in Elementary School
    Authors: 吳雅真
    Wu,Ya Chen
    Contributors: 殷允美
    Yin,Yuen Mei
    Wu,Ya Chen
    Keywords: 國小補救教學
    Date: 2006
    Issue Date: 2009-09-17 16:35:01 (UTC+8)
    Abstract: 本研究旨在探討英文童謠教學對台灣國小英語學習低成就學童對英語的音素覺識、認字、拼字能力、以及英語學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測作為正式研究的準備,先行測試選用的英語童謠是否適切、教學活動是否可行,以及低成就學童在音素覺識與學習態度是否因此改善等等,並根據初探結果規劃正式實驗。第二階段的正式實驗,除音素覺識與學習態度外,更進一步探討英文童謠教學對認字及拼字能力的影響。
    The purpose of this study was to explore the effects of nursery rhyme instruction on Taiwanese elementary school EFL underachievers with regard to their development on phonemic awareness, word recognition and spelling abilities, and their attitudinal changes toward learning English. The present study was conducted in two stages. A small-scale pilot study was first carried out as a preparation for the formal study. The feasibility of nursery rhyme instruction and the effects of this instruction on phonemic awareness and learning attitudes were tested on seven EFL underachievers preliminary to the formal study. In the second stage, a formal study which followed closely the design of the pilot study, further explored the effects of nursery rhyme instruction on word recognition and spelling abilities.
    In the formal study, thirty-six fourth grade underachievers (whose academic performances were at the bottom 10 percent) with deficient phonemic awareness were screened for this study. The experimental group and the control group were evenly matched with eighteen students each. The experimental group received nursery rhyme instruction using the “whole-to-parts” framework of balanced reading within which training in skills including phonemic awareness and phonics is embedded into the context of children’s literature. The eighteen subjects in the matched control group received explicit phonics instruction wherein the isolated sound-letter correspondences were sequenced and taught explicitly and systematically. To assess their development in early literacy skills, all subjects took the pretests and posttests of phonemic awareness, word recognition and spelling. Moreover, to measure their attitudinal changes toward learning English, they were administered the attitude questionnaires before and after the remedial instruction. Data was collected from early-September until early-December, 2006, covering twenty four 40-minute class periods for each group.
    Comparison of within-group performance indicated that both the experimental group and the control group made significant post- over pretest improvements in phonemic awareness, word recognition and spelling abilities. However, only the experimental group had a significant positive change on their attitudes toward English.
    In addition, at the onset of the study, both groups started with equivalent early literacy skills, and held similar attitudes toward English learning. However, posttest scores revealed that the experimental group significantly outperformed the control group in phonemic awareness skills, word recognition and spelling abilities. Significant differences can also be found in their attitudes towards learning English.
    The findings from this study indicate that a remedial instruction utilizing nursery rhymes can effectively help Taiwanese EFL underachievers improve their early literacy skills, and more significantly, their learning attitudes towards English. Based on the findings, pedagogical implications and suggestions for further studies are provided.
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