4 6.1 Analysis of Students’ Accurate Responses toward Single Vowel Letters 6.2 Analysis of Students’ Accurate Responses toward Vowel Digraphs 6.3 Analysis

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6.1 Analysis of Students’ Accurate Responses toward Single Vowel Letters

6.2 Analysis of Students’ Accurate Responses toward Vowel Digraphs

6.3 Analysis of Students’ Accurate Responses toward Diphthongs

6.4 Analysis of Students’ Accuracy Responses toward R-colored Vowels

6. ANALYSIS OF STUDENTS’ ACCURATE RESPONSES

IN THE ORAL PRE- AND POST- TESTS

Accuracy Proportion in the Oral Pre-test and Post-test Made by the Three Proficiency Groups toward Single

Vowel Letters

6.1Table

46

Oral Test

6.1

Table 46

Oral

Test

Long & ShortVowel

The Accuracy Hierarchy toward Single Vowel Letters in the Oral Pretest and Posttest in the Three Proficiency Groups

Table 47

6.1

Oral

Test

Long & ShortVowel


Table 48

Accuracy Proportion in the Oral Pre-test and Post-test Made by the Three Proficiency Groups toward Vowel

Digraphs

6.2

Oral

Test

Digraphs

Table 48

6.2

Oral

Test

Digraphs

The Accuracy Hierarchy toward Vowel Digraphs in the Oral Pre- and Post-test in the Three Proficiency Groups

Table 49

6.2

Oral

Test

Digraphs

Accuracy Proportion in the Oral Pre-test and Post-test Made by the Three Proficiency Groups toward

Diphthongs

Table 50

6.3

Oral

Test

Diphthongs

The Accuracy Hierarchy toward Diphthongs in the Oral Pretest and Posttest in the Three Proficiency Groups

Table 51

6.3

Oral

Test

Diphthongs

Accuracy Proportion in the Oral Pre-test and Post-test Made by the Three Proficiency Groups toward R-colored

VowelTable

52

6.4

Oral

Test

R-colored Vowel

The Accuracy Hierarchy toward R-colored Vowels in the Oral Pretest and Posttest in the Three

Proficiency

Table 53

6.4

Oral

Test

R-colored Vowel



7.3 Analysis of Students’ Accurate Responses toward Diphthongs

7.4 Analysis of Students’ Accurate Responses toward R-colored Vowls

7.5 Comparison of Subjects’ Decoding and Encoding Abilities

4.8 Summary

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7. ANALYSIS OF STUDENTS’ ACCURATE RESPONSES IN THE WRITTEN TESTS


7.1

Table 54

Accuracy Proportion Made by the Three Proficiency Groups toward Single Vowel Letters in the Written Test

Written Test

Long & ShortVowel

7.1

Table 54

Accuracy Proportion Made by the Three Proficiency Groups toward Single Vowel Letters in the

Written Test


Written Test

Long & ShortVowel

7.1

Table 55

The Accuracy Hierarchy toward Single Vowel Letters in the Written Test in the Three Proficiency

Groups


Written Test

Long & ShortVowel

7.2

Table 56

Written Test

Digraphs

7.2

Table 57

The Accuracy Hierarchy toward Vowel Digraphs in the Written Test in the Three Proficiency Groups


Written Test

Digraphs

7.3

Table 58

7.3 Analysis of Students’ Accurate Responses toward Vowel Diphthongs

Accuracy Proportion Made by the Three Proficiency Groups toward Diphthongs in the Written Test

The Accuracy Hierarchy toward Diphthongs in the Written Test in the Three Proficiency Groups

Table 59

Written Test

Diphthongs

7.4

Table 60

7.4 Analysis of Students’ Accurate

Responses toward R-colored Vowels Accuracy Proportion Made by the Three Proficiency

Groups toward R-colored Vowels in the Written Test

Table 61

The Accuracy Hierarchy toward R-colored Vowels in the Written Test in the Three

Proficiency Groups

Written Test

R-colored Vowel

7.5

Table 62


Comparison of the Accuracy Percentage toward Single Vowel Letters between the Oral Pre-test and the

Written Test

Oral &Written

Test

Long & ShortVowel

7.5

Table 63

The Comparison of the Sound Patterns of Single Vowel Letters between the Oral Pre-test and the Written Test


Oral &Written

Test

Long &

ShortVowel

?P.107

?P.115

7.5

Table 64


Comparison of the Accuracy Percentage toward Vowel Digraphs between the Oral Pre-test and the Written Test

Table 65

Oral &Written

Test

Digraphs

7.5

Table 66


Comparison of the Accuracy Percentage toward Diphthongs between the Oral Pre-test and the Written

Test

Table 67

The Comparison of Diphthongs between the Oral Pre-test and the Written Test

Oral &Written

Test

Diphthongs

7.57.5 Comparison of Subjects’

Decoding and Encoding Abilities

Table 68

Table 69

Comparison of the Accuracy Percentage toward R-colored Vowels between the Oral Pre-test and the Written Test

The Comparison of Diphthongs between the Oral Pre-test and the Written Test

Oral &Written

Test

R-colored Vowel

None of the factors in the subjects’ background information had significant effects on their oral and written test scores in the groups.The students in the IPG & LPG had no clear concept of stress.The HPG had some concept of stress and syllable division.A significant correlation was only found between the oral posttest and the written test in IPG. The subjects’ decoding abilities correlated with their

encoding abilities in the HPG.The subjects’ decoding abilities correlated with their encoding abilities was found to be uncorrelated in the LPG.

8. SUMMARY

IPG and the HPG had better decoding abilities for monosyllables.In single vowel letters, the subjects had better decoding performance for all the long vowels, short e and short u. With digraphs, the subjects decoded the test words with ai, ay, ee and aw better.With diphthongs and r-colored vowels, the students had better performance in the written test than in the spoken test.

48. SUMMARY

?P.102

In single vowel letters, the subjects have better performance when they encoded the words of long vowels, and decoded the words of short e and short u.

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1 Findings and Conclusions

5.2 Pedagogical Implications

5.3 Suggestions for Further Research

(1) Do the subjects’ genders show significant effects on their spoken and written performance?No significant difference exists between the subjects’ performance in the oral and written tests, nor does any exist between male and female students.Subjects’ genders have no correlation to their decoding and encoding performance.


(2) Do the periods of the previous English learning experience significantly influence students’ spoken and written performance?No significant difference was found in the oral and the written tests of subjects who learned English over different periods of time before formal English exposure.Prior English learning experience does not correlate to students’ decoding and encoding abilities.


(3) Does the nationality of students’ phonics teachers affect students’ spoken and written performance?No significant differences exist between the oral and the written tests among subjects whose phonics teachers came from different countries.there was no relationship between the nationalities of students’ phonics teachers and the students’ abilities to decode and encode English phonemes.


(4) Do Chinese EFL students have better ideas about English stress after having received phonics instruction?Only the HPG subjects were found to have significantly higher accuracy frequency in the stressed vowels of the multi-syllabic words.Knowledge of syllable and stress patterns of English is developed only when the students have had some appreciable capacity to decode and encode both spoken and written texts in the language.


(5) Do students decode multi-syllables as well as monosyllables after having received phonics instruction?The percentage of accuracy in reading monosyllabic words was higher than that of reading multi-syllables in all the proficiency groups.All the subjects could decode monosyllables better than multi-syllables.


(6) Do students’ performances in the oral test correlate to those of the written test? The IPG and the HPG subjects’ performances show significant correlation between the oral and written tests.


(7) Which phonics patterns are Chinese EFL students more familiar with?The subjects have better performance when they decoded the words of single vowel letters and vowel digraphs. encoded the words of single long vowel letters

The subjects performed better when they encoded the words of diphthongs and r-colored vowels.Students might have different performance for different sound patterns in the language.


?P.102

Understanding, continuous practice

English-speaking environment

The exercises the teachers give should include unfamiliar words or multi-syllables

Phonics instruction should be implemented with reading program during the process of teaching English.

It is necessary for students to be exposed to K.K. phonetic symbols in order to gain some phonological awareness.

Phonics instruction, including both decoding and encoding training, is more desirable for better learning effects.

Teachers themselves should check students’ abilities to predict the pronunciation or the spelling of some words.

5.2 Pedagogical Implications

1

More subjects can be included in future investigation.

2To add more sound patterns of vowels and consonants to the tests. Nonsense words can also be employed in the tests.

3Add some other multi-syllables to the written test.

4To compare the differences between those who have phonics instruction and those who don’t.

5Future studies should also emphasize how to improve students’ decoding and encoding abilities.

5.3 Suggestions for Further Research

Critique

1當時教育部推行國小英語教學才 1 年時間，自然發音教學在國小階段尚未成熟，教授的內容也不夠完整，研究結果可以預期。

2

此研究雖然對象是國中生，實際上是在做國小英語自然發音教學成效，國小英語教學重點在引發興趣教學與學習，學生學習較被動，較難自主學習，對於歸納、分析及預測能力因人而異。

3英語學習時間並不代表 phonics 的學習時間，問卷裡所謂有無學過自然發音的條件太籠統。

4未來的研究已經難找到學習與未學習自然發音族群的比較。

Critique

5Oral 及 Written Test 最後由研究者選擇最後的題目內容是否恰當 ?

6在 Oral 及 written Test 評分上，如何排除子音影響成績。評分方法是否能正確檢測學生 23 vowel patterns 的能力。

7在比較 LPG,IPG 及 HPG 的結果時，建議綜合比較才不會有重複敘述現象，也可看出三組之間的差異。

8

在第四章 4.5 LPG Statistical Results 結束後，接著安排 Accuracy Rates 的說明，讓人摸不著頭緒，如果安排在第四章 4.6 ANALYSIS OF STUDENTS’ ACCURATE RESPONSES 裡是否較恰當。

解讀部分如有誤解，深感抱歉 !

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4 6.1 Analysis of Students’ Accurate Responses toward Single Vowel Letters 6.2 Analysis of Students’ Accurate Responses toward Vowel Digraphs 6.3 Analysis