| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 93 === The purpose of this study was to explore the effects of K.K.phonetic symbols-assisted instruction on students， English achievement and motivation for learning.
A quasi-expermental design was used. The subjects were 75 sixth-grade students from elementary school.They were divided into three groups.After an English achievement Test and the scale of Motivation for Learning English,the K.K.phonetic symbols-assisted instruction was implemented .After 4 months of instruction, all groups took an English Achievement Test and the Scale of Motivation .
The results were as the followings:
1. No significant difference was found between the phonics group and the phonics+K.K. phonetic symbols group in their English Achievement Test.
2. No significant difference was found between the phonics group and the phonics+K.K. phonetic symbols group in their motivation for learning English.
3. There were significant differences found between the phonics+K.K. group-consonant and vowel taught together and the phonics+K.K. phonetic symbols group-taught separately in their English Achievement Test.
4. There were significant differences found between the phonics+K.K. group-consonant and vowel taught together and the phonics+K.K. phonetic symbols group-taught separately in their motivation for learning English.
Finally, based on the findings of this study, suggestions for administrators, teachers, and future research were discussed
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