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國圖紙本論文
研究生:林詠翔
研究生(外文):Yung-Siang Lin
論文名稱:英語正字法知識相對於英語音韻知識對臺灣國小學童英語讀字影響之研究
論文名稱(外文):The Contribution of Orthography Relative to Phonology to Word Reading in Taiwanese EFL Children
指導教授:陳淑惠
指導教授(外文):Shu-Hui Eileen Chen
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
論文出版年:2016
語文別:英文
論文頁數:149
論文摘要
識字研究顯示正字法知識和英語讀字相關。如同音韻技能，正字法知識包含不同組成要件 ，有特定及一般正字法知識之別。有研究顯示正字法知識在控制音韻變項後仍對讀字有其預測力，且不同要件和讀字的相關性及預測力有其異同。然正字法知識相對於音韻技能對臺灣英語學習孩童讀字影響未有定論。本研究以臺灣小學英語為外語的學生為研究對象，探討正字法知識相對於音韻技能對不同英語程度孩童讀字之相關性及預測力。
本研究先採用英語標準化能力測驗，從臺北市某國小五年級 170 位學生選出高低程度組各 46 位學生。接著，學生填寫背景問卷後，接受英語真字讀字測驗、英語音韻技能測驗(含假字和音韻覺識)、特定及一般正字法知識測驗；研究採皮爾森相關係數及階層回歸分析資料。根據研究結果，本研究主要發現如下：
一、整體而言，音韻技能和特定及一般正字法知識一般及
特定正字法知識和英語讀字相關。
二、分別就高低程度學童而言，音韻技能和一般正字法知
識與英語讀字相關。但特定正字法知識和英語讀字
則不相關。
三、整體而言，控制英語能力變項後，發現音韻技能和一
般正字法知識對英語讀字有預測力，而特定正字法
知識對英語讀字則無預測力。
四、分別就高低程度學童而言，僅音韻技能知識對兩組的
英語讀字均有預測力，但特定及一般正字法知識對
兩組英語讀字則無預測力。
研究結果在差異化識字教學的應用有其教學意涵，並且提供不同正字法知識相對於音韻技能在台灣學童英語讀字發展的貢獻意涵。
論文外文摘要
Previous studies of literacy development have indicated that orthographic knowledge is correlated with word reading. Moreover, like phonological skills, orthographic knowledge is also viewed as a multidimensional construct, including word-specific orthographic knowledge and general orthographic knowledge. In literature, different components of orthographic knowledge, after controlling for phonological skills, have been found to predict English-speaking children’s word reading, but with variations in the extent of correlation and predictive power. However, the contribution of orthographic knowledge in relation to phonological skills in Taiwanese EFL children’s word reading is an understudied aspect. This study investigates the extent to which L2 orthographic knowledge, including word-specific and general orthographic knowledge, in relation to L2 phonology, is correlated with L2 word reading, and the extent to which the components of orthographic knowledge, relative to phonology, predict L2 word reading in Taiwanese EFL children, with lower and higher English proficiency level.
A Standardized English Proficiency Test was first administered to 170 fifth graders to select the target 92 participants, divided into the lower and the higher proficiency group, each with 46 students. Then, a background questionnaire, the test of English real word reading, English phonological skills (including phonological decoding, and phonological awareness), English orthographic knowledge test (including general orthographic knowledge test and word-specific orthographic knowledge test) were administered. Pearson correlation and hierarchical regression analyses were conducted to analyze the data.
The major findings were summarized as follows:
(1) For the lower and the higher proficiency EFL
children as a whole, L2 phonological skills as well as
word-specific and general orthographic knowledge
were moderately-to-highly correlated with L2 word
reading.
(2) For each of the lower and the higher proficiency
group, L2 phonological skills and general
orthographic knowledge were correlated with L2
word reading.
(3) For the lower and the higher proficiency EFL
children as a whole, L2 phonological skills and
general orthographic knowledge predicted the
variances in L2 word reading, over and above the
contribution of L2 proficiency.
(4) For the lower proficiency group, after controlling for
L2 proficiency, only phonological skills predicted the
variance in L2 word reading; while for the higher
proficient group, phonological skills predicted the
variance in L2 word reading, over and above the
significant contribution of L2 proficiency.
The findings provided insights into the role of orthography in relation to phonology in Taiwanese EFL children’s literacy development, and offered pedagogical implications for differentiated instruction in EFL classrooms of children with heterogeneous levels of proficiency.
