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• Main Authors: LI-HSUEH YEH, 葉麗雪
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/50226026283189748029

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