The Acquisition of Phonics Rules for Taiwanese EFL Pupils: An Investigation

• Main Authors: Wan-Hsueh Lin, 林婉雪
• Other Authors: Yu-Lin Cheng
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/dh4hf3

碩士 === 國立東華大學 === 英美語文學系 === 102 === The purpose of this study was to explore the effect of using systematic synthetic phonics instruction on Taiwan EFL elementary students in terms of the learners acquiring English letter-sound corresponding ability, as well as spelling patterns, which are trickier to learn than most. Quasi-Experimentation Research was conducted by recruiting nineteen participants, including ten third- graders, four fourth-graders, four fifth-graders and one sixth-grader, all of whom had never experienced systematic synthetic phonics instruction before. This phonics program lasted for a year, from July lst, 2012 to June 20th, 2013. During this period, participants were required to attend sixty-minute lessons twice a week at a cram school. The data was collected through a Pre-Questionnaire and Post-Questionnaire on English learning methods and attitudes administered before and after participants underwent the instruction, a Post-Test for each stage of Phonics 1 to 3, a Post-Interview, and a Reflective Journal relating to Teaching and Class Observation. After the collected data were triangulated and analyzed with Related T-test and ANOVA, the results indicated that the systematic synthetic phonics instruction program had a positive effect on participants’ English word reading ability. They no longer read without clues or recited letter by letter, but decoded by utilizing their knowledge of letter-sound correspondence. Furthermore, the results revealed that Vowel Digraphs were the most difficult to learn (correctness 51.91%), followed by, in decreasing order: Consonant Digraphs (57.11%), Single Vowels (60.92%), Single Consonants (63%), Blends (65.35%), and Split Vowels (66.32%). In addition, along with their improvement the students exhibited a positive outlook toward systematic synthetic phonics instruction. They became more motivated and more confident English learners when they could successfully decode the words by themselves. Finally, this study may serve as a useful reference for Taiwan EFL English teachers, learners and fellow researchers.