| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === The quazi-experimental study aimed to investigate the impact of pictographic alphabet (PA) instruction on the English vocabulary proficiency of Taiwanese fourth graders, including word recognition and word spelling. Two classes of 46 fourth graders with similar initial English vocabulary ability were selected as research subjects and served as the experimental group and the control group respectively. The former received pictographic alphabet instruction and the latter did not. The study lasted for 12 weeks. Data were collected through vocabulary pre- and post- tests and analyzed and compared with t-test.
The research results show that the experimental group made significant progress in General, WR, and WS (t = 5.63, p = .00; t = 3.62, p = .00; t = 5.67, p = .00). The results suggest that pictographic alphabet instruction be an effective strategy to improve English vocabulary proficiency of most of the fourth graders in Taiwan and can be adopted as a teaching strategy of English vocabulary instruction.
However, the between group comparison was not significantly in the posttest, except the gain scores of the low achievers in the experimental group, who made significant progress in General English Proficiency (t = -2.40, *p = .03) than those of the control group. The result indicates that pictographic alphabet instruction improves the English vocabulary proficiency of the low achievers most and further suggests that PA could serve as a supplementary tool for remedial English instruction for low achievers. .
Finally, based upon the research results, some suggestions for English vocabulary instruction and for further studies are offered.
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