Effects of Phonics and K. K. Phonetic Symbols on Vocational High School EFL Low-Achievers’ Vocabulary Learning

• Main Authors: Hau-Cheng Wen, 溫浩晟
• Other Authors: Chin-Wen Chien
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/81870972590755428496

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 103 === While the effects of phonics and K.K. phonetic symbols have long been extensively probed and discussed; however, their effects on Vocational High School (VHS) students’ vocabulary learning, particularly in spoken and written forms, are relatively rare. The aim of this thesis is to investigate the effects of phonics and K.K. phonetic symbols on VHS EFL low-achievers’ vocabulary learning, particularly the effects on their spoken and written vocabulary as well as their perception of and attitude toward the integration of phonic and K.K. phonetic symbols. The study was conducted at a VHS in Miaoli City, Taiwan and 63 students from six remedial classes were selected based on purposive sampling. Being separated into two groups randomly, the experimental group and the control group, all subjects attended the twelve-period (50 minutes each) pronunciation program in July, 2014. While 31 subjects in the experimental group were instructed in the integration of phonics and K.K. phonetic symbols, 32 in the control group were taught K.K. phonetic symbols. Data in the study included subjects’ scores in pre- and post- tests and responses in pre- and post- questionnaires. Three statistical methods, one-way ANCOVA, descriptive statistics, and paired sample t-test were utilized The major findings of the experimental study are : (a) the effects of the integration of phonics and K.K. phonetic symbols on VHS EFL low-achievers’ spoken and written English vocabulary are not significantly different from the instruction of K.K. phonetic symbols; (b) both phonic plus K.K. phonetic symbols and K.K. phonetic symbols have a positive effect on VHS EFL low-achievers’ perception of and attitude toward vocabulary learning in terms of spoken and written forms as well as English learning; and (c) VHS EFL low-achievers show an affirmative perception of and attitude toward the integration of phonics plus K.K. phonetic symbols and K.K. phonetic symbols instruction. On the basis of the findings of the research, the author proposes some pedagogical implications and suggestions for further studies at the end of the present study. Keywords: K.K. Phonetic Symbols, Phonics, Vocabulary Learning, Vocational High School