明確的自然拼讀教學(xué)對(duì)中國初級(jí)英語學(xué)習(xí)者單詞閱讀能力的影響：一個(gè)個(gè)案研究
發(fā)布時(shí)間：2022-07-14 12:56
本研究采用了個(gè)案研究的方法,旨在探究明確的自然拼讀教學(xué)對(duì)中國初級(jí)英語學(xué)習(xí)者單詞閱讀能力的影響。兩位小學(xué)四年級(jí)的學(xué)生參與了研究,她們接受了一個(gè)為期12周,每周1小時(shí)的自然拼讀課程,從2017年11月持續(xù)到2018年3月。這個(gè)課程教授了五個(gè)長(zhǎng)元音的音形對(duì)應(yīng)關(guān)系和音節(jié)劃分的方法。整個(gè)課程又分為兩個(gè)階段,前6周的教學(xué)重點(diǎn)為音形對(duì)應(yīng)關(guān)系,后6周除此之外增加了音節(jié)劃分的內(nèi)容。本研究的量性數(shù)據(jù)來源是課程開始前和結(jié)束后的前測(cè)和后測(cè),旨在檢測(cè)參與者單詞閱讀準(zhǔn)確性的變化。質(zhì)性數(shù)據(jù)的來源是課程中的教學(xué)日志和課程結(jié)束后的訪談,旨在進(jìn)一步驗(yàn)證測(cè)試的結(jié)果。研究結(jié)果顯示兩個(gè)參與者在閱讀單詞的測(cè)試和閱讀故事的測(cè)試中,閱讀單音節(jié)單詞的正確率都得到了大幅度的提升,但是這個(gè)短期的自然拼讀課程并沒有明顯提高參與者閱讀多音節(jié)單詞的能力。結(jié)果證明,通過培養(yǎng)學(xué)生在閱讀單詞時(shí)使用音形對(duì)應(yīng)關(guān)系,短期的自然拼讀教學(xué)可以提高中國英語初級(jí)學(xué)習(xí)者閱讀單音節(jié)單詞的閱讀能力。同時(shí)也表明,系統(tǒng)明確的音節(jié)劃分教學(xué)應(yīng)該成為自然拼讀課程必不可少的一部分。本研究給自然拼讀在中國的教學(xué)方法和將來的研究方向提供了參考。
【文章頁數(shù)】：70 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
1.1 Research background
1.2 Motivation and research question
1.3 Research objectives and significance
1.4 Definition of terms
1.5 Thesis outline
Chapter 2 Literature Review
2.1 Phonics research in L1 learning
2.1.1 Phonics or whole language
2.1.2 Synthetic approach and analytic approach
2.2 Word reading strategy of beginning EFL learners
2.3 Phonics research and practice in China
2.3.1 Research review
2.3.2 Phonics teaching in China
Chapter 3 Research Method
3.1 The procedure of the study
3.2 Participants
3.3 Phonics intervention
3.4 Data collection procedure
3.4.1 Pretest and posttest
3.4.2 Teaching diaries and interviews
3.5 Data analysis
Chapter 4 Results and Discussion
4.1 Changes in test scores
4.2 Confirmation of the test scores by teaching diaries and interviews
4.2.1 Improvement of word reading and spelling skills
4.2.2 Growth in confidence and enthusiasm for learning
4.3 Summary of results
Chapter 5 Conclusion
Reference
Appendix 1 Word reading test
Appendix 2 Story Not Ethan Again in connected text reading test
Appendix 3 Phonics intervention curriculum
Appendix 4 Lesson plan of December 8, 2017 for the teaching of GPCs
本文編號(hào)：3661163
【文章頁數(shù)】：70 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
1.1 Research background
1.2 Motivation and research question
1.3 Research objectives and significance
1.4 Definition of terms
1.5 Thesis outline
Chapter 2 Literature Review
2.1 Phonics research in L1 learning
2.1.1 Phonics or whole language
2.1.2 Synthetic approach and analytic approach
2.2 Word reading strategy of beginning EFL learners
2.3 Phonics research and practice in China
2.3.1 Research review
2.3.2 Phonics teaching in China
Chapter 3 Research Method
3.1 The procedure of the study
3.2 Participants
3.3 Phonics intervention
3.4 Data collection procedure
3.4.1 Pretest and posttest
3.4.2 Teaching diaries and interviews
3.5 Data analysis
Chapter 4 Results and Discussion
4.1 Changes in test scores
4.2 Confirmation of the test scores by teaching diaries and interviews
4.2.1 Improvement of word reading and spelling skills
4.2.2 Growth in confidence and enthusiasm for learning
4.3 Summary of results
Chapter 5 Conclusion
Reference
Appendix 1 Word reading test
Appendix 2 Story Not Ethan Again in connected text reading test
Appendix 3 Phonics intervention curriculum
Appendix 4 Lesson plan of December 8, 2017 for the teaching of GPCs
本文編號(hào)：3661163
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