| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 101 === This study investigated the relative effectiveness of phonological awareness training and morphological awareness training on Taiwanese EFL children’s word spelling ability. Participants included 61 fifth-grader students in an elementary school in Taipei City. Two class, with 19 students and 20 students, were assigned to the experimental groups (phonological awareness training and morphological awareness training), and one class, with 22 students, was assigned to the control group with regular English print exposure. The three classes had similar initial level of English proficiency and word spelling performance before the intervention. The instruction proceeded for twelve weeks, with one section each week, and 40 minutes per section. All the three groups took pretest and posttest word spelling.
Based on the results, the major findings of this study were summarized as follows:
1.The results of within-group comparison between the pretest and the posttest indicated that the two experimental programs, i.e., phonological awareness training and morphological awareness training, both yielded significantly better effect in posttest word spelling in reference to the pretest word spelling performance, including phonology-based and morphology-based real word and pseudoword spelling. However, the control group with regular English print exposure improved their word spelling performance only in phonology-based real word spelling.
2. The results of between-group comparison of the posttest revealed that no significant differences were found among the phonological awareness training group, the morphological awareness training group, and the control group in posttest word spelling. However, it was found that phonological awareness training group and morphological awareness training group made significant sharper progress gains than the control group in phonology-based and morphology-based real word and pseudoword spelling.
Based on the findings, it is recommended that phonological awareness training and morphological awareness training be implemented simultaneously in the elementary school English classroom to help student facilitate English word spelling.
|
|---|
