The Impacts of Pictorial Story based Phonics toward Fourth Graders on their English Learning Outcomes and Attitudes

• Main Authors: Jung-chang Chen, 陳容嫦
• Other Authors: 謝文英
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/p3v5j3

碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 102 === The main purpose of this study is to understand the impacts of pictorial story based phonics toward fourth graders from an elementary school, on their English learning outcomes and attitudes. Using the quasi-experimental design,the researcher takes two fourth- grade classes, as research objects, from an elementary school participated in this study. Students in one of the classes is assigned to the experimental group who received pictorial story based phonics instruction which lastes for eight weeks , 40 minutes per week, while students in the other class is assigned to the control group who receive traditional phonics instruction. The data collected from the experiment are analyzed by descriptive statistics, paired sample t-test and analysis of covariance, to examine the effects on English phonemic awareness, word recognition, word spelling and English learning attitude. The findings of the study are as follows: 1. Students improved their English learning outcomes in phonemic awareness after pictorial story based phonics instruction. 2. Students improved their English learning outcomes in word recognition after pictorial story based phonics instruction. 3. Students improved their English learning outcomes in word spelling after pictorial story based phonics instruction. 4. Students improved their English learning outcomes in learning attitude after pictorial story based phonics instruction. Finally, based on the findings of the study, suggestions were offered for elementary school teachers and further researches: 1) Students could have more time to practice in class by increasing the time of teaching pictorial story based phonics. 2) We could enhance English learning outcomes by adjusting the teaching schedule. 3) We could improve the English learning outcomes by supporting related multimedia information and supplements. 4) Let students role play as the letters. 5) Make mini phonics books to increase students’ satisfaction and self-confidence. 6) Further researchers could teach the whole content of pictorial story based phonics, then analysis the results of two different teaching methods. 7) Take lower grade students as research objects, t hen analysis the results of two different teaching methods. 8) Divide research objects into higher and lower groups, then analysis the results of two different teaching methods.